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Code-mixing is a thematically related term, but the usage of the terms code-switching and code-mixing varies. Some scholars use either term to denote the same practice, while others apply code-mixing to denote the formal linguistic properties of language-contact phenomena and code-switching to denote the actual, spoken usages by multilingual ...
Situational code-switching is the tendency in a speech community to use different languages or language varieties in different social situations, or to switch linguistic structures in order to change an established social setting. Some languages are viewed as more suited for a particular social group, setting, or topic more so than others.
The general social situations and behavioral co-occurrences in which speakers prefer one code over another are termed domains. Domain specificity has been expanded to include the idea of metaphorical code-switching. Charles A. Ferguson's 1959 work on diglossia served as a foundation for Joshua Fishman's later work on domain specificity ...
Around 34% of Black workers say they have code switched at work, and about 15% say they are more likely than workers on average to think that code switching is necessary.
The Jane Schaffer method is a formula for essay writing that is taught in some U.S. middle schools and high schools.Developed by a San Diego teacher named Jane Schaffer, who started offering training and a 45-day curriculum in 1995, it is intended to help students who struggle with structuring essays by providing a framework.
A third of Black employees who code switch say it has had a positive impact on their current and future career, and 15% are more likely than workers on average to think code switching is necessary ...
Unlike code-switching, where a switch tends to occur at semantically or sociolinguistically meaningful junctures, [c] this code-mixing has no specific meaning in the local context. A fused lect is identical to a mixed language in terms of semantics and pragmatics, but fused lects allow less variation since they are fully grammaticalized.
Each essay is assigned a score from 0–6, 6 being high. The student's thesis may earn one point, their argument and evidence may earn up to four points, and an extra point may be earned for holistic complexity and sophistication of the argument or of the essay as a whole. The FRQ scoring was changed in 2019 from a 9 point holistic scale.
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