CODE-SWITCHING AMONG NORTH SOUTH UNIVERSITY’S UNDERGRADUATE STUDENTS

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CODE-SWITCHING AMONG NORTH SOUTH UNIVERSITY’S UNDERGRADUATE STUDENTS Ashek Muhammad Rumi*1, Mrs. Tania Rahman*2 *1North *2Senior

South University, Dhaka.

Lecturer, North South University, Dhaka.

ABSTRACT This research shows us the use of code-switching among Bangla and English version students at North South University, Dhaka, Bangladesh. At present code-switching is a common phenomenon among the young generation. In this research, I have focused on different factors such as gender, educational background, age, different class. Through this factor, I have conducted our research. In this research, I have pointed out which background students use code-switching more in their conversation and the Code -switching type variation among them. Even, I have a concern about the gender-specific variation in code-switching. I get an idea about the level of language proficiency among English and Bangla Medium students. This research shows the chunk-based words uses and selection among both English and Bangla version students in their conversation. Through taking interviews with twenty students, I have come to our conclusion. I have mainly focused on university-level students for our research. In this research shows a positive sense in our hypothesis and my observation. It’s a very buzz concepts that are concerning worldwide especially in the bilingual society. Bangladesh and many Indian sub-continental countries the people are bilingual both educated and illiterate people. Educated people know English and illiterate people know Bengali and other local languages. Some of the findings of my research were very familiar that I have studied in our class. In this short research, I are trying to cover many aspects regarding code-switching, and I related this research finding with different scholars' ideas about code-switching.

Its not a big research but this qualitative is very unique and the method I have chosen for doing this research is not common in the research field. I like to take this research in a broader level. This is research also shows our language current situation how much we are using other language word in our conversations. Actual Bangla is lost now and its something different.

I.

INTRODUCTION

Nowadays, we are living in a world where code-switching has become an integral part of communication and language. People are regularly doing this unconsciously. At present, code-switching is like a kind of phenomenon that is mostly used by university-level students and the young generation, both English and Bangla version students are used to switch their code in random conversation. By the word, 'code' is referred to as a language, and 'switching' is switching is referring to change. Together it becomes a change of the language. Depending on the context, there are many types of code-switching that we are found in the study of code-switching. Gumperz (1982) defines "code-switching as juxtaposition within some speech that belongs to a different grammatical system on the subsystem." Depending on the context, they do many kinds of code-switching in their conversation such as inter sentential, Intra-sentential shall single word and boat in different situations learners which court but the common phenomenon of code-switching is not having the educated and appropriate vocabulary knowledge of the common language, so most of the Bengali version student paper code-switching when they are talking in English, and most of the English version students switch their Code when they are talking in Bengali. Bangla version students do not know the appropriate word of English; on the other hand, English version students do not have appropriate knowledge about some Bangla words.

It is clear to all that educational background matters and also context matters in switching Code, but there are some of the Other factors that are also related to code-switching. Among the young generation, sometimes they want to express they are emotions and they wanted to make their conversation more clearable to the other person. Through code-switching, it is effortless to express their emotions appropriately. "Code in sociolinguistics simply refers to a language or a language variety." (Khullar, 2019) Some people considered code-switching is the best way to show solidarity, and it is the best process to make any conversation more understandable and useful to another person. Different people have different reasons for using code-switching in their communication. www.irjmets.com

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Among young generations especially among university students, the reason is basically their educational background and their environment. Sometimes they switch Code just because of showing solidarity to the people. There are other factors for code-switching, but the young generation and University students; these factors are most relevant. In this modern era, social media have a significant influence on the young generation for using code-switching in their conversation. Among the young generation, code-switching is now a prevalent issue in their regular communication. Teenagers and most prefer code-switching. Communication without codeswitching is quite rare among the young generation.

Code-switching is not a bad thing. Some scholar said code-switching is an attempt to learn any language. They believe when a learner use code-switching in his/her communication actually they are trying to learn the particular language. Language is specific to human beings. Other members of the animal kingdom have the ability to communicate, through vocal noises or by other means, but they cannot produce meaningful utterances.

Every physiologically and mentally typical person can easily acquire any language in childhood. It is initially their first language, or native tongue, the language used by those with whom, or by whom, they are brought up from infancy. However, if a person doesn’t learn a second language in childhood, it is really tough to acquire it during the later stages. That is the main argument of the Critical Period Hypothesis (CPH). I like to believe that there are many other factors like motivation, comprehensible input, and an environment that can help an individual learn a second language properly. Many researchers found that the motivation element gives the biggest impact on the achievement of students in the learning of the second language. A highly motivated individual can achieve anything. Comprehensible input (exposure to interesting and understandable listening and reading material) can also play a key role. Lastly, a proper learning environment can also boost the learning process. Therefore, if an adult person wants to learn a second language after the critical period, he/she should not feel discouraged.

In linguistics, code refers language. Code-switching or language alteration occurs when speaker alternates between two or more languages or language verities in the context of single conversation. Code-switching is having and using the ability to change from one level of a language to another as the situation demands. This could be from one language to another even one dialect to the next. Code-switching common in bilingual societies and involves various factors including social class, education system, and cultural environment. Mostly people prefer three types of code-switching in different contexts as single word code-switching, inter-sentential, and intra-sentential code-switching are applicable in most of the contexts.

Firstly, Single-word code-switching is changing one word from one language to another language. This switching label as the lexical borrowing. In conversation, people use this type of code-switching in various contexts and different situations. For example, Ami onek tired aj.

Secondly, another common code-switching is Intra-sentential code-switching. In this code-switching, people use two or more languages or code in a sentence. For example: “Ami onek tired aj you have to buzta hobey situation ta.”

Thirdly Inter-sentential code-switching this switching mainly after fining one sentence we start sentence with another code. One sentence refers a code other sentence is another. For example: “Ami onek klanto. I need to sleep.”

In overall conclusion, People generally switch codes during discourse about a particular topic, since it requires specific language; varsities related to a particular topic may be convey or communicate issues surrounding it.

II.

BACKGROUND

"In a growingly diverse world mostly in the progressive part of our society, it is infrequent to find anyone with a command of only one language alternation, which is also referred to as code-switching, is defined as the bilinguals' ability to alternate between the languages in their linguistic repertoires." (Zentella, 1981, 47). Many scholars have attempted to define code-switching and code-mixing. Hymes (1974), defines Code-Switching as a collective term for alternative use of two or more languages, a variety of languages or even speech styles (as cited in Ayemoni 2006. P. 91).

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"Intra-sentential switching requires a high level of bilingual proficiency as the speaker needs to know enough of the grammar of both languages to producing grammatically correct utterances (Yletyinen, 2004, p. 16). R. A. Hudson (1992) talked about Conversational Code Mixing, where "a fluent bilingual talking to another fluent bilingual changes language without any change in the situation. In this type of code-mixing, speakers balance the two languages against each other using few words from one language then a few words of the other" (p.53).

In the Longman Dictionary of Applied Linguistics, Richards et al (1985) define code switching as a change from one language or language to another by a speaker. This phenomenon may occur in the middle of a speech, or in the middle of a sentence. It may also occur in a discussion when one interlocutor uses one language and the other responds in another. Code switching takes place at both interlingual and intralingual stages. Monolinguals often modify the code according to the social condition at the time. The intralingual codes that are modified are principally dialects that are not taken into account here. Code switching is stated "not limited to uneducated people or those with a low level of proficiency in the language concerned." as is the case in bilingual experts.

While code switching is widely used in a single conversation to describe a transition between languages, other words have been used as well. Code juggling, loans and enlarged loans include. Gumperz (1982) calls borrowing as "the addition from one variety to another of single words or temporarily frozen idioms sentences. Language objects shall be integrated into the grammar scheme" and shall be regarded as part of the language. It is said that borrowing usually applies to "factors such as prestige and need" and most often includes "culturally specific items such as food, clothing, cultural institutions and activities."

Code switching is a conversational technique, the purpose of which is to convey social significance. The six functions (called conversational/discourse functions) are – quote, addressee definition, interjection, duplication, message qualification, and personalization versus objectification. (Gumperz, 1977). When a person reports another person's speech in a conversation, a different language will be used in a quotation. The addressee is defined as the recipient of a message by a code switch. In this situation, it is quite common to see a speaker switching to a particular language that the interacting person knows, especially if the interacting person is not an immediate participant in the discussion. This is to encourage an interactive person to engage in a conversation. Words are often echoed in another language, such that the context of a message typically becomes apparent or even emphasized. A further application of code switching is the qualifying of the message when a theme is added and explained or commented in one language. The last feature is personalization vs. objectification where the use of code suggests contrasts, such as the extent of interaction with the speaker whether it is personalized or remote, or whether a sentence represents personal views or truth.

In research this report, which is related to social aspects of English — modifying the Bengali code in an official conference, Gumperz' categorization would be beneficial. This research builds on the Gumperz system, since Gumperz, who has researched code switching for years, can provide readers with a detailed understanding of the topic. Gumperz's dissertation is definitive and excellent, but dated, by the linguistic community. Gumperz conducted practical work with a large range of code-switches, including Norway post (1971), North Indian village (1971), Austrian village (1971), Yugoslavia, United States (1971), to name just a few, etc (1964), BokmalRanamal and Slovenian-German. Gumperz extracts data 16 from diverse contexts and in languages other than English. In his study, he researched both systematically and informally and engaged himself in the debates he examined. During the time he was interested in the research. Ong (2008) said that "his close interactions with his subjects have given him an experience in first hand and have led to what might be a true interpretation of the code-switched data generated."

A Russian scholar did research something like us. Even Brac University students researched code-switching. The way we did our search is quite similar to a Russian scholar named William Labov. His research was concerned with phonetics.

III.

RESEARCH QUESTIONS

We have decided to investigate this aspect very thoroughly. Some questions are given below for this: 1. Does social background influence code-switching?

2. Does educational background influence code-switching? www.irjmets.com

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3. Who uses more code-switching in conversation?

4. Which types of code-switching are mostly used in conversation?

5. Which gender switch code more?

6. What factors influenced them to use code-switching in their conversation?

Hypothesis "Bangla medium background Undergraduate students use code-switching more than English medium Undergraduate background students at North South University."

IV.

RESEARCH METHODOLOGY

I divided my research into two segments primary research and secondary research. For our primary research, I have taken interviews with 20 students, 10 students who are from the English version and Bangla version form North South University. Among 20 students, 10 are from the Bangla version, and the other 10 students are from English version background students. I have given them a random topic "Tell us about your journey in NSU".

Both males and females provide us with an answer regarding this topic. I have taken five minutes of interviews, and I transcribe it into the text what they said. I have analyzed this data to the knowledge of code-switching and different demographic information such as age, gender, educational background, social class. For transcribing the text, we have used Nirmala UI Bangla font, and for recording the audio interview, I have used Samsung j7 nex mobile phone audio recorder app. I have recorded it in WAV format.

For secondary research, I have used to resources of the library and consulted several books and autobiographies of people. I also did some reading on the subject through journals, articles, etc. I found my research was successful. I found a definite sense of our hypothesis.

Data Presentation & Analysis 1.

Bangla Version students code-switching percentages

In our first area, I am excited to know the percentage of code-switching among the students. This Column chart is representing the percentage of code-switching among university-level students.

In brief, among 20 students, 10 males and 10 females from different backgrounds Bangla and English switch their Code. All of them have the tendency to switch code in conversation.

In percentage, 100% of the students use code-switching in their conversation, which means that all the students of the University level used code-switching in their conversation. They never produce any sentences without using code-switching; therefore, code-switching is a widespread phenomenon among them because of www.irjmets.com

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globalization and access to English through social media and different aspects of code-switching are now very popular among them. It shows a positive sense of my hypothesis.

2.

English version students code-switching percentages.

In this second area, I have focused on English version students' use of code-switching in conversation. This bar chart showing the percentage of code-switching among English version students.

In brief, out of 10 students, 7 of them use code-switching in their conversation, and three of them do not use code-switching, considering the sentences that they have provided.

In a percentage total of 85% of the English version, students use code-switching in their conversation. In comparison to males and females, 69% of females use code-switching, and 16% Male use code-switching in their conversation. In-depth study of the interview, I have found that English version student has less tendency to switch their Code and English version students switch their code in terms not finding the appropriate word in their conversation such as whenever they switch the Code they use English words, and I have found they have less confidence Bangla words. They use English words to express more emotions in their communication. It shows a definite sense of my hypothesis.

3.

"Type of code-switching students use from different backgrounds."

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In this area, I have found much interesting information about which types of code-switching students use in their communication. This area chart is showing the different types of code-switching use percentages.

In brief 90% of the English version, students use intra-sentential code-switching, and 5% of the students use single word code-switching, and 5% of students use inter- sentential code-switching in their communication, English version students use borrowing words in their communication. On the other hand, compared to the English version students, 95% of the Bengali version students use intra-sentential code-switching. It is more than English version students, and 5% of students use single word code-switching, and no Bangla version students use inter-sentential code-switching, but 1% student use borrowing words. Here are the differences in using different types of code-switching in their sentences. English version students inter-sentential codeswitching refers to they use Code appropriately. After finishing one-sentence English version is student use another sentence; on the other hand, Bangla version student does not have the tendency of using intersentential code-switching, which shows that they have fewer skills of making sentences. It shows a definite sense of my hypothesis.

4.

Use of filler words in a conversation

In my fourth part of the research, I was interested in finding the use of filler words in the conversation between Bangla and English version students. This Line chart represents the percentage of different types of filler words used by English and Bangla version students.

In brief 60% of the English version students use 'like', 10% of students use 'but', 2.67% of the students use 'so' other 4% of the students use 'basically', and use of 'and' in 23.3% of the students. On the other hand, the tendency of using filler words among Bangla version students for 'like' 6% of them 'but' 10.6 7% of them, 33.33% of the use 'so' and 10% of them use 'basically' rest 40% of the student use 'and 'in their conversation. I consider the use of filler words, the English version is used this filler words it's quite Naturally and it makes sense, and it has the appropriateness of using this word. On the other hand, Bangla version students produced these filler words "like, but, so, basically, and," in their conversation. I found that the use of this word inappropriately whether it is not necessary they put this word, again and again, shows the filler words influence them to switch their code. I found that English version students have more tendency to use chunk words if I look at the whole conversation and transcription. It shows a positive sense of my hypothesis.

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Which gender uses more code-switching in their conversation?

These two pie charts showing the percentage of female students and the male students' use of code-switching and not uses-code switching variation.

In brief among sentences that I got from or interview. 80 3.67% of the females use code-switching in their conversation. It means 8 female students from out of 10 female students use code-code switching in their conversation. On the other hand, out of 10 male students, 7 of them use code-switching in their conversation. I have got this information through counting and average total sentences of their conversation. Considering gender, females use more code-switching than men, and I have found a direct connection that I have learned in our class of gender and language and a scholar idea. Females use more code-switching than men and, in my research, I also found this.

6.

Proficiency in both languages?

In this sixth part of the research, I am interested to know how proficient students are in both languages. This column chart is showing the level of competence in both English and Bangla language among different background students.

In detail among Bangla version students, they have 79% of proficiency appropriateness in the Bengali language and 74% of proficiency in the English language. On the other hand, among English version students 69% of proficiency in Bangla and 94% of proficiency in English; therefore, compared to Bangla and English version www.irjmets.com

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student's English version students have more skilled in Bengali and English both languages. For lack of proper knowledge, Bangla version students switch more code than English version students. It shows a positive sense of my hypothesis.

7.

How many languages do they use in their code-switching?

This doughnut chart is representing the percentages of the use of different languages in their conversation.

In brief, 57% of the students among all use English code-switching in their conversation. 40% of the students use Bangla code-switching in their conversation. 2% of the students use Arabic words in their single word codeswitching. The bangle version students use Arabic code-switching in their conversation. The rest of the others 1% use Hindi borrowed word in their conversation. English version students use Hindi single word codeswitching in their conversation.

In conclusion, most of the code switching are placed in the English language. It is preferred by the Bengali version students. However, there are some other language switching also found in their conversation.

8.

The background is responsible for code-switching.

In the last part, I am interested to know about the fact does educational background responsible for codeswitching. This pie chart shows the percentage report of the survey of how much background of education influence for switching Code.

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In brief from the interview data, I have found that 96% of the students' educational background has played a vital role in switching Code. On the other hand, for some people, it is quite different. Their language is mixed. For them, code-switching is like a normal conversation.

V.

RESULT & FINDINGS

After conducting primary and secondary research, this is clear to me that this research has shown a definite sense of my hypothesis. From this research, I can see Bangla version students used more code-switching than English version students in their conversation. All of the students' used code-switching in their conversation. It is an unambiguous indication that code-switching is a widespread phenomenon among the young generations.

All types of students used intra-sentential code-switching in their conversation. Both Bangla and English version students feel comfortable in this type of code-switching. Bangla version students used single word and borrowing word switching in their conversation. Some of the Bangla version used many wrong words of English that do not exist in the English language. Bangla version students used more filler words in their conversation, and I have noticed that it's not appropriate in some context. Bangla version students have less knowledge about the vocabulary of the English language, and their grammar, selection of the words was very messy. English version students know less Bangla words, but their sentence constructions were organized and had the standard quality. English version students used more inter-sentential code-switching in their conversation, which referred they had appropriate knowledge about code-switching, and they were not regular in code-switching.

Bengali version students used code-switching used like utterances of the children. I have found another critical issue in our research.

Educational background influences them to switch Code in their conversation. Even girls used more codeswitching in their conversation. I have read in class and our research also reflected the positive sense in this idea. Because of adequate knowledge about the words the young generation used code-switching in their conversation. However, I have noticed that sometimes for showing solidarity and expressing appropriate emotions students used code-switching in their conversation. I have found English version students have high knowledge in both Bangla and the English language compare to Bangla version students. English version students know less vocabulary of Bangla language. I have found when they strict at some point in Bangla language they switch their Code Bangla to English. In our secondary research, I have found that through codeswitching, one can improve their language level in both language and code-switching is very common in a bilingual society. The reason for getting popularity among the young generation is the availability of social media. It has a significant influence on social media. In some of the second language journals, I have found that children critical period plays a vital role because in a critical period if children are more exposed to their mother tongue, they have less possibility to acquire L2 properly.

Implications for Future Research The research was concise and well-structured which gave us a satisfactory result. I hope that our topic is fascinating and has importance among various research. I would like to do future research on this topic with more participants. I would like to do our more focus on the social class and the educational level of family status.

In the future, I would like to invest some money in buying some secondary research and do this more broadly. I want to do observational research on this topic. I would like to take an interview from some sociolinguistics expert, and I would like to do our research in every class and level of the people. I would like to give more time to ding this research. In the end, I will submit my articles in different journals so that people consider this issue and get a broader idea about our research. I will be proving our paper-free for all linguistics students so that they feel motivated to research code-switching.

VI.

CONCLUSION

For recommendations, I like to inform our younger generation that they need to learn the appropriate use of the code in a different context. Every type of student has some kind of lacking in their language. I have pointed out the reality, they need to evaluate themselves, and they have to work for their self-improvement. Otherwise, we both Bangla and the English language will lose its prestige, and the language of our next generation will face an identity crisis. www.irjmets.com

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Each language is different is from another language. I can categories them in many different type’s aspects. At first from the typological view, both languages are different from each other. In the English language, the most common structure is SVO. In the sentences at first use subject then verb and at last, we put objects. In contrast to Bangla, the structure is fully different from the English Language. Bangla Language follows the structure of SOV. At first, we put the subject then we put the object and, in the end,, we put the verb. This is a big gap between Bangla and English Language structure. For Example: “Students found math harder” In Bangla the “chatrorder kase gonit kothin mone kore” I can see the structural differences between Bangla and the English language. In these examples, one thing is clearer Bangla is more analytical than the English language. Even the English language is shorter than the Bangla language.

There are many differences between Bangla and English morpheme. Compared to Bangla and English morphemes, English morphemes are shorter than Bangla morpheme. Sometimes only two alphabets may work as morphemes in the English language. On the other hand, considering Bangla it is much longer than English morpheme. Even some Bangla native speakers finding Bangla morpheme is really harder. However, non-native speakers easily find English morphemes. But in the Bangla language, there are many things for this like ‘Ti, Ta, Khana, Khani, gula, guli’. However, it can be considered that the morphological process in any language is somewhat unique and different from other languages. Each language enriches its morphology in its own way; therefore, it is the case with Bengali and English. There are many other uncountable factors that exist in this topic morphological difference between Bangla and English language. In this paper, we are trying to show the major differences which every one finds in their regular use of this language.

These are some important issues that all need to learn clearly. The massed up that happen in their conversation it will not happen if the students learn these things very carefully. I think they do not realize these issues before.

I would like to suggest their parents to teach their children English in the critical period. If the students do not expose to English language before critical period, they will not be delivered properly the both languages. The tendency of mixing the language will be stay in their conversations. I would also like to recommend the teachers of primary level to teach the basic level of the English language and provide them a clear concept about the difference between the two language. Otherwise, there is a chance that both of the two language may lost its prestige. As a non-native speaker it is very hard to learn the L2 perfectly but the learner needs proper motivation to learn the targeted language very carefully.

VII.

ACKNOWLEDGMENT

First of all, I would like to express our gratitude to Almighty Allah for giving us the opportunity to prepare this research paper in which I have explored real data. I am thankful to the students of North South University who helped us in conducting the survey. The respondents helped while collecting the data and also to prepare the report. Furthermore, I am thankful to the authors of previous researches and documents in web pages which has also helped me to prepare my research paper. Lastly, I am glad that I have successfully finished our research paper with the support of honorable faculty member Mrs. Tania Rahman.

VIII. [1] [2]

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