English vietnamese code switching and codemixing language ideologies and identity construction of university students

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF LAW GRADUATION THESIS B.A DEGREE IN ENGLISH Major: Legal English ENGLISH-VIETNAMESE CODE-SWITCHING AND CODEMIXING: LANGUAGE IDEOLOGIES AND IDENTITY CONSTRUCTION OF UNIVERSITY STUDENTS Supervisor: LE NGUYEN THAO THY, MA Student: NGUYEN AN KHANH Student ID: 195 220 201 0020 Class: 112 – LE44A Ho Chi Minh City, 2023 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “English-Vietnamese code-switching and code-mixing: Language ideologies and identity construction of university students” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 20th April, 2023 Nguyen An Khanh i ACKNOWLEDGEMENT Being one of the students who is able to finish the graduation thesis is a wonderful honor for me since I have always wished to conduct a comprehensive investigation on a subject that interests me The road toward finishing the graduation thesis is valuable That is absolutely not a pleasurable and pleasant time for me to accomplish this paper I must thus use the entire first page to express my gratitude to my dearest people I would like to express my sincere gratitude to my thesis advisor, Le Nguyen Thao Thy, for her unwavering support, invaluable guidance, and insightful feedback throughout the research process Her dedication, expertise, and encouragement have been instrumental in shaping my ideas and helping me to achieve my goals I want to convey my sincere gratitude to my family for their constant support and encouragement To grandma, dad and my stubborn little sister, your love and understanding have been my pillars of strength, and I could not have completed this work without your help Thank you for offering me words of encouragement when I felt stuck or frustrated, and for simply being there for me whenever I needed it in spite of my short temper and unstable mental condition To mom, even though you're far away, I am grateful for everything you have done for me Thank you for being my rock and for always believing in me I want to give a shoutout to my squad, my ride-or-dies, my partners in crime who helped me survive the thesis writing process You guys were my constant source of motivation, from sending me memes to keep me laughing, to making sure I didn't pull my hair out in frustration Thanks for being my research assistants, and cheerleaders all rolled into one And for those late-night brainstorming sessions, pizza runs, and caffeine-fueled study sessions that kept us all going I couldn't have done it without you guys: nhim, dung, bon, the “ai cuoi truoc” team and more friends I can’t name here I want to give a huge shoutout to Seventeen and their music for being my source of inspiration during the thesis writing process Your songs helped me through those late-night study sessions and provided a much-needed break when I needed to clear my mind Your message of self-love, hard work, and perseverance inspired me to push through the difficulties and never give up on my dreams ii LIST OF ABBREVIATION ACCA Association of Chartered Certified Accountants CAT Communication Accomodation Theory CFA Chartered Financial Analyst ELL English Language Learners ESL English as a Second Language F Female FIFO First-in, first-out LIFO Last-in, first-out M Male SLA Second Language Acquisition VNUHCM Vietnam National University of Ho Chi Minh City iii LIST OF TABLES Table The participants 20 iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii LIST OF ABBREVIATION iii LIST OF TABLES iv TABLE OF CONTENTS v ABSTRACT vii CHAPTER ONE: INTRODUCTION 1.1 Rationale of the Study .1 1.2 Objectives 1.3 Research questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Structure of the thesis CHAPTER TWO: LITERATURE REVIEW .6 2.1 Code-mixing and code-switching 2.2 Language ideology .8 2.3 Language identity .10 2.4 Communication accommodation theory 12 2.5 Communication accommodation theory, language ideology, and language identity 13 2.6 Research gap 14 CHAPTER THREE: METHODOLOGY 16 3.1 Research design 16 3.2 Participants 18 3.2.1 Ngan, D 19 3.2.2 Hung, Tr .19 3.2.3 Dung, B 19 3.2.4 Bao, L 20 3.2.5 Ngo, Ng 20 3.3 Research instruments 21 3.3.1 Narrative frame 21 3.3.2 Interviews 22 3.4 Data collection procedures 23 v 3.5 Thematic Analysis 23 CHAPTER FOUR: RESULTS 25 4.1 Frame and interview report 25 4.1.1 Participant: Ngan, D 25 4.4.2 Participant: Hung, Tr 29 4.1.3 Participant: Dung, B 32 4.1.4 Participant: Bao, L 36 4.1.5 Participant: Ngo, Ng 38 4.2 Findings 42 4.2.1 Commonalities among Participants 43 4.2.2 Language ideologies 44 4.2.3 Identity Construction 46 CHAPTER FIVE: DISCUSSION .49 5.1 Language ideologies 49 5.2 Identity Construction .51 5.3 The Communication Accommodation Theory .52 CHAPTER SIX: CONCLUSION .55 6.1 Research questions revisited 55 6.2 Implications 56 6.2.1 Theoretical Implications 56 6.2.2 Implications for teaching English .57 6.3 Limitations of the study and recommendations for future research .59 REFERENCES 62 APPENDIX A i APPENDIX B iv vi ABSTRACT This qualitative research explores the phenomenon of English-Vietnamese code-switching and code-mixing among university students, focusing on language ideologies and identity construction The study investigates how Vietnamese-English bilingual university students navigate different language ideologies and examines how they construct their identities through code-switching and code-mixing between English and Vietnamese Employing inquiry, data were collected using narrative frame and interviews The findings highlight the complex interplay between language ideologies, identity construction, and bilingual language practices The study provides insights into the functions, motivations, and cultural implications of code-switching and code-mixing among university students, and aligns with the perspectives of Norton and Toohey (2011), De Costa (2011), Warriner (2015), Mirhosseini (2017), Park (2021), Lai, Gao, and Wang (2015), Braun and Clarke (2019), Gu, Kou, and Guo (2019), and Park (2017) The study contributes to the existing literature on language ideologies, identity construction, and code-switching and code-mixing by incorporating diverse theoretical frameworks, methodologies, and the Communication Accommodation Theory (CAT) perspective Recommendations for future research include comparative studies, mixed-methods approaches, investigation of sociocultural perspectives, and examination of code-switching and code-mixing in contexts of technology-mediated communication By addressing these recommendations, future research can contribute to a deeper understanding of code-switching and code-mixing phenomena in bilingual contexts vii CHAPTER ONE: INTRODUCTION This chapter provides an overview of the topic, highlighting the significance of studying code-mixing and code-switching, identity, and language ideologies in Vietnam It discusses the research questions, aims, and significance of the study and provides a brief overview of the research methodology and organization of the subsequent chapters Through this introduction, readers will gain an understanding of the importance of investigating code-mixing and code-switching, identity, and language ideologies in the Vietnamese context and the relevance of this research to the broader field of sociolinguistics This chapter sets the stage for the subsequent chapters and provides a context for the exploration of these phenomena in Vietnam 1.1 Rationale of the Study Code-mixing and code-switching, identity, and language ideologies are complex linguistic and sociocultural phenomena that have been widely studied in various sociolinguistic contexts around the world In Vietnam, a country with a rich linguistic landscape characterized by multilingualism and language contact, these phenomena have been gaining attention in recent years (Tran, 2014; Le, 2018) Language plays a significant role in the formation of self and identity, particularly for bilingual speakers According to Romaine (1995), language use and choice can reflect an individual's identity and social status Additionally, codeswitching and code-mixing have been found to be related to language identity and have a significant impact on the formation of identity among bilingual speakers (Clyne, 2003) As such, exploring the use of English-Vietnamese code-switching and codemixing among university students can provide insights into the role of language in shaping identity construction Language ideology refers to the attitudes, beliefs, and values that speakers hold about language and its use, which influence their language practices and behaviors Several studies have examined the role of language in the formation of language ideologies, including the use of code-switching and code-mixing among university students Hall and Nilep (2013) explore how code-switching, the alternation between two or more languages, can be used by multilingual speakers as a resource to signal their identity, affiliations, and ideological stance, and how this use of language can be shaped by the forces of globalization The chapter by Hall and Nilep (2013) discusses various theoretical perspectives and research methods used to investigate the relationship between code-switching, identity, and globalization It also presents examples of code-switching practices among university students in different sociolinguistic contexts, including study abroad programs One study by Gu, Kou, and Guo (2018) on Chinese language teachers’ language ideologies in teaching South Asian students in Hong Kong found that teachers’ beliefs about language proficiency and standards influenced their teaching practices and evaluation of students' language abilities This shows that language ideologies can have a significant impact on language learning and teaching Another study by Park (2017) on language ideologies, heritage language use, and identity construction found that language ideologies influenced the construction of social identities among bilingual speakers The study showed that heritage language use was related to the formation of identity and the maintenance of cultural heritage, indicating that language ideologies play an important role in shaping identity and cultural practices According to Norton and Toohey (2011), code-switching can serve as a means for language learners to construct and display their identity It reflects the learners' social identity, power relations, and language proficiency Norton and Toohey also argue that language learning and identity construction are influenced by social and historical factors in addition to individual beliefs The study of language ideology and its role in language learning and identity construction is an important area of research with implications for teaching and learning, as also argued by Hall and Nilep (2013) There is complexity in language ideologies and their relationship with language use and identity formation Understanding this can provide insights into how language use shapes language ideologies and identity construction Studies have been conducted to explore how learners’ identities are formed and developed (Norton, 2000; Pavlenko, 2001; Higgins, 2019), the way language ideologies are constructed (Heller, 2011; Bucholtz & Hall, 2018), the relationship between language ideologies and identities (Bucholtz & Hall, 2004), and how code-switching and code-mixing relate to language ideologies and identities (Heller, 2011) Nevertheless, research on the way codemixing and code-switching construct and develop learners’ identities and language ideologies among tertiary-level students in Vietnam is still limited For example, Pham (2020) examines the ways in which Vietnamese-English bilinguals use code-switching languages in their communication, allowing for code-switching when appropriate, and providing opportunities for students to reflect on the communicative functions and cultural implications of code-switching and code-mixing Secondly, language flexibility should be promoted Teachers should emphasize the importance of being proficient in both English and Vietnamese Students should be encouraged to develop their language skills in both languages, rather than favoring one over the other This can be achieved through balanced language instruction, providing ample opportunities for students to practice both languages in various contexts, and acknowledging the advantages of bilingualism in personal, academic, and professional settings In addition, cultural competence should be developed in English language teaching Educators can introduce cultural topics, traditions, and practices related to both English-speaking countries and Vietnam By promoting cultural awareness and sensitivity, teachers can help students understand the cultural contexts in which codeswitching and code-mixing occur and foster a deeper appreciation for language and identity diversity Incorporating authentic materials is another valuable strategy Including bilingual texts, movies, music, and online resources exposes students to natural instances of code-switching and code-mixing Authentic materials provide opportunities for students to encounter and analyze language practices in real-life contexts, enabling them to develop a better understanding of language ideologies and identity construction With sensitivity, teachers should encourage reflection and self-expression Opportunities for students to reflect on their own language use, language preferences, and identity construction should be created Classroom discussions, reflective writing exercises, or personal projects can enable students to explore and express their bilingual identities By encouraging self-expression, teachers empower students to take ownership of their language practices and develop a positive sense of self as bilingual individuals Collaboration with students' cultural backgrounds is also essential English language teachers should work together with students and their families to understand their cultural backgrounds and linguistic experiences This collaboration helps teachers design instructional strategies that align with students' language ideologies and identity 58 formation processes It also allows for the integration of students' cultural resources and perspectives into the classroom, creating a more inclusive and engaging learning environment Providing language support and scaffolding is crucial in navigating different language ideologies Teachers should offer language support to facilitate students' language development, including vocabulary building, grammar instruction, and explicit teaching of language functions and sociolinguistic norms associated with code-switching and code-mixing Equipping students with the necessary linguistic tools help them navigate bilingual contexts with confidence and proficiency The implications for teaching English based on this study emphasize the importance of embracing code-switching and code-mixing, promoting language flexibility, developing cultural competence, incorporating authentic materials, encouraging reflection and self-expression, collaborating with students' cultural backgrounds, and providing language support By implementing these strategies, educators can create a supportive and inclusive learning environment that enhances students' language learning experiences and supports their bilingual identity development 6.3 Limitations of the study and recommendations for future research Despite the valuable insights gained from this study on English-Vietnamese code-switching and code-mixing among university students, there are several limitations that should be acknowledged Firstly, the study focused specifically on Vietnamese-English bilingual university students, which may limit the generalizability of the findings to other bilingual populations or different educational levels Future research could expand the scope to include a wider range of bilingual individuals to provide a more comprehensive understanding of code-switching and code-mixing practices Secondly, this study relied on self-reported data collected through interviews and questionnaires While self-report measures are commonly used and provide valuable subjective insights, they are also subject to individual interpretation and potential biases The use of additional research methods, such as observations of language use in naturalistic settings or linguistic analysis of language samples, could 59 complement the findings and provide a more objective perspective on code-switching and code-mixing behaviors This study primarily explored the language ideologies and identity construction of university students in the context of code-switching and code-mixing However, it did not deeply examine the social and cultural factors that influence these practices Future research could delve into the societal and cultural dimensions of codeswitching and code-mixing, investigating how factors such as peer relationships, societal attitudes, and cultural norms shape language choices and identity construction among bilingual individuals Based on the limitations identified, there are several recommendations for future research in the field of English-Vietnamese code-switching and code-mixing Comparative studies: Conduct comparative studies that involve different bilingual populations, such as speakers of different language pairs or individuals from diverse cultural backgrounds This would allow for a better understanding of how code-switching and code-mixing practices vary across linguistic and cultural contexts Mixed-methods approaches: Employ mixed-methods approaches that combine qualitative and quantitative research methods Integrating observational data, language samples, or corpus analysis with interviews and questionnaires would offer a more comprehensive and triangulated understanding of code-switching and code-mixing phenomena Sociocultural perspectives: Explore the sociocultural dimensions of codeswitching and code-mixing by investigating the social and cultural factors that influence language choices and identity construction This could involve examining the influence of societal attitudes, peer relationships, and cultural norms on bilingual individuals' language practices Technology-mediated communication: Explore code-switching and codemixing practices in technology-mediated communication contexts, such as social media or online platforms Investigate how digital communication tools impact language use, language ideologies, and 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‘Here, without English, you are dead’: Ideologies of language and discourses of neoliberalism in adult English language learning Journal of Multilingual and Multicultural Development, 36(6), 583-598 Wei, L (2014) Multilingualism and multiculturalism: Perceptions, practices, and policy Oxford University Press 67 APPENDIX A NARRATIVE FRAME This narrative frame invites you to reflect on your language use Please describe your experiences in detail Please write a coherent narrative by linking one idea to the next Thank you very much Hi, my name is _, I’m studying at _ (name of university), _ (freshman, sophomore, junior, senior) My mother tongue is Vietnamese, and English is my foreign language My major is _, and I have to use English in my academic pursuit for about _ (below 30%, 30-50%, 50-70%, above 90%) of my course I also work part-time as ; I use English at work _ (frequencies) In the past I started studying English when I was in _ (kindergarten, primary school, high school, university, age, grade) It was _ (my, my parents, school’s) intention to come into contact with a foreign language I studied English through _ (numbers/quantifiers) channel(s) such as _ (Youtube, movies, music, books, etc) I felt _when I studied English back then because _ I normally had _ (excellent, good, average, bad) scores because _ Besides using English at school, I _ (frequencies) used the foreign language in my normal, out-of-school life I _ (frequencies) spoke to my friends in Vietnamese and _ (frequencies) in English This was because To my family, I _ (frequencies) communicate _ in (Vietnamese/ English/both Vietnamese and English) This was because When communicating in Vietnamese, I _ (frequencies) added English _ (words/phrases/clauses/sentences) in my conversation _ (at work; school; in everyday conversation) This was because _; I felt _ When communicating in English, I _ (frequencies) added Vietnamese _ (words, phrases, clauses, sentences) in my conversation _ (at school; in everyday i conversation, etc) This was due to my _ I _ (frequencies) switched to English or Vietnamese when _ because _; I felt _ At present I evaluate myself currently as _ (excellent, good, average, bad, etc) at communicating English and _ (bad, average, good, really good) at academic English I studied English through _ (numbers/quantifiers) channel(s) such as _ (youtube, movies, music, books, etc) I felt _ I _ (frequencies) using English in the learning environment, and I _ (communicate, presentation, etc) I _ (frequencies) communicate _ in both Vietnamese and English This is because Back home, I _ (frequencies) communicate _ in (Vietnamese/ English/both Vietnamese and English) This is because Hanging out with friends, I _ (frequencies) communicate _ in (Vietnamese/ English/both Vietnamese and English) This is because At my workplace, my colleagues and I _ (frequencies) speak English to each other (work-related) In my profession, I _ (communicate, write paperwork/e-mail, converse with clients, etc) in (English/Vietnamese/ both English and Vietnamese) When communicating in Vietnamese, I _ (frequencies) added English _ (words/phrases/clauses/sentences) in my conversation _ (at work, school, in everyday conversation) This was because _; I felt _ When communicating in English, I _ (frequencies) added Vietnamese _ (words, phrases, clauses, sentences) in my conversation _ (at work; school; in everyday conversation) This was due to _ I _ (frequencies) switched to English or Vietnamese when _ because _; I felt _ ii In the future I will (improve/develop/learn more, etc.) English through _ (numbers/quantifiers) channel(s) such as _ (Youtube, movies, music, books, etc) There is (a change/not a change) from the present regarding being a code-mixer and code-switcher because I think When communicating in Vietnamese, I would _ (frequencies) add English _ (words; phrases; clauses; sentences) in my conversation _ (at work; in everyday conversation/etc) This might be because _ When communicating in English, I would _ (frequencies) add Vietnamese _ (words; phrases; clauses; sentences) in my conversation _ (at work/in everyday conversation/etc) This might be because _ I would _ (frequencies) switch to English/Vietnamese when _ because _ iii APPENDIX B INTERVIEW QUESTIONS Navigating different language ideologies: Can you tell me about your experiences as a student who speaks both Vietnamese and English in university? How you use these languages and interact with different ideas about language? What you think about the most common ideas people have about languages in your university? Do people expect you to use English more or Vietnamese more? Do they have any preferences? Did you ever have any problems or difficulties because of different ideas about languages while studying at university? If yes, can you give me an example and explain how you handled it? How you switch between using English and Vietnamese in different situations at university? Do certain things influence your choice of language, like who you're talking to or what you're doing? What you think about how other people react to you using both languages? Do they have any specific attitudes or thoughts about you being bilingual? Are there any stereotypes or judgments about using one language more than the other? Constructing identities through code-mixing and code-switching: Can you tell me about times when you mix English and Vietnamese together or switch between them while talking? When you usually this the most? How you feel when you mix or switch between English and Vietnamese? Does it help you express yourself or connect with others in a special way as a student who knows both languages? Do you have specific reasons why you mix or switch languages in certain situations? Does it help you show a certain identity or convey a specific meaning? iv How your friends, family and teachers feel about you using both languages together? Are there any social reactions or consequences that come with it? Do you think mixing and switching between English and Vietnamese can have any impact on your school or career goals? How you think it might influence your future job or personal growth? v