Codeswitching in Intra-generational Conversation

Literature Review
In a globalizing world today, it isn’t unusual to hear people talk in several
different languages in a conversation, or even within one sentence. Such regularexchange, in fact, demonstrates a complex phenomenon called codeswitching, or “thealternation of languages in the same interactional episode.” (Zhu, 2008, p. 1800) Despite
the fact that CS is used commonly and frequently in a conversation with bilingual friends,
colleagues, superiors, and family members, the attitudes toward it have often been
negative as many people consider it “impure,” “lazy,” or expedient. (Edwards, 2004)

Since the issues of CS stem from the idea of bilingualism, the issues ofbilingualisms need to be addressed in order to understand the significance of CS besides
its commonly held view as a compensating strategy. One is the issue of identity withregard to bilingualism as CS concerns the different choice of language that reflects thesocio-psycho-cultural aspects of the bilingual speakers. Lin (2010) argued that identity is
not limited to the language, ethnicity, or nation, and that people are free to cross such
borders and yet encounter limits as they do so, which Otsuji (2010) termed as“performatively constructed ‘metro-origin.’” (p. 192) Kanno (2000) focused on theidentity of Japanese returnees and stated that the majority language served as a key toparticipation in the mainstream society while the minority language represented their
desire to be unique. Apart from this “two-fold concern,” (Haneda & Motobayashi, 2009,p. 11) Kanno (2003) further argued “imagined communities” (p. 285) that structured the1schools’ policies in their bilingual education, suggesting the schools’ role in shaping theidentities of their bilingual students.

Others have focused on the issues of ethnic identity in particular. Schecter &Bayley (1997) suggest that the use of heritage language in the “intergenerationaltransmission” (Baker, 2006, p.71) is regarded as closely related to the formation andretention of the ethnic identity. Brown (2009), however, argues that if the individuals
don’t accept the culture associated with their heritage language, they don’t form apositive ethnic identity.

Several other researchers have discussed the interplay between the two languages
in bilingual academic literacy. Bostwick (2001) states that the knowledge “constructed”(Spack, 1998, p. 49) in the acquisition of second language aids students in further
developing their first language. Drawing on the notion of “language dependent recall inbilinguals’ linguistic production,” (p. 1) Motobayashi (2009) states that in theautobiographic writings, the “language of experience” (p. 2) or the “language ofencoding.” (Pavlenko, 2006, p.16) elicits more detailed description, and also information
only presented in the language of experience.

Such interplay between the two languages suggest the notion that CS, which
demonstrates the shift in language and the differences in language choice, serves as acommunicative strategy for bilinguals. Although often understood simply as a tool to fillthe “gap of linguistic competence between the two languages,” (Chung, 2006, p. 302)

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many researchers suggest CS is performed strategically to promote the communication
which won’t be achieved otherwise. Particular focus has been placed on the role of CS inintergenerational “conversation.” (Hardman, 2008, p. 254) Zhu (2008), who takes on thenotion of CS as “a multifaceted socio-cultural practice,” (p. 1801) states that CS in a
family conversation is used to dominate the conversation, to secure and negotiate theirpositions, and to challenge each other. Zhu further argues that CS allows family
members to form and reform their cultural values, roles and expectations by challenging
the power distance between parents and children while maintaining the orders in thefamily through such language practice. Meanwhile, Chung (2006) suggests thepossibilities of CS as a resource for supporting communication and reinforcing the bonds
in a bilingual family. Apart from meeting the different needs of preferred languages infamily members, CS, Chung stresses, is often used strategically to clarify, reinforce orexaggerate the points that the speaker makes by repeating the same phrase or sentences in
the other language.

While CS serves as a communicative strategy in recognizing as well as
overcoming the gap in intergenerational conversation as Zhu (2008) and Chung (2006)
have reported, examining the role of CS in peer to peer, or “intra-generational”
conversation will provide further understanding of CS in a different dimension.

Methodology
The participant of this study is Miki (pseudonym), one of my Kikokushijo
friends who is a sophomore, majoring Political Science at a university. Miki first left

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Japan and moved to England at the age of 0 and lived there until age 3. She was back inJapan for 3 years and then moved to the U.S at age 6, where she stayed until age 14. She
then moved to New York and lived there until the end of high school. Although she had
spent 15 years of her life abroad, she has about the same level of speaking skill for both
English and Japanese due to the fact that she attended Hoshuko, or Japanese Saturdayschool, when she was in California and went to an international school in NY whereclasses were taught both in Japanese and English. Her reading and writing skills,
however, is stronger in Japanese. In selecting a bilingual participant for this study, I
looked for a bilingual friend whose speaking proficiency is of about an equal level forboth languages so that it is not likely that CS is simply used to compensate for the lack ofcompetence in one language.

The data were collected in November, 2011 through 3 hours of audio recording ata café. I asked for her permission in recording the interview and explained that her
identity will be protected. I used an ethnographic approach, similar to one conducted byKanno (2000), in collecting the data so that the results will not only reflect the different
patterns of CS, but also the psycho-socio-cultural factors behind them. I asked Miki 3
open-ended questions to initiate the conversation. First, I asked her to talk about one of
the most exciting experiences she has had in 2011. Second, I asked her to talk about her
school life. Finally, I asked her to talk about where she sees herself in 5 years from now.
To analyze data, I chose three series of a short conversation which contained significantthemes.

4Findings
I found two main themes when analyzing data. They both relate to the idea that
CS is often used to establish a stronger relationship between the two speakers. Also, theyare both connected by the notion that CS, in many cases, is triggered by the emotional
state of both the speaker and the listener.

Extract 1:
Miki: huh, anta-mo (referring to her mother in an impolite way) ryu-gakushitetayo tekanji. Uchino mama shitetano America ni. Sokode papa to deatte.
(But she participated to the study abroad program, too. She was studying in theUnited States. And that’s where she met my dad)
The author: Usodesho Usodesho!!! (No way! Are you serious?)
Miko: in California. When my mom was 18! Yabakunai? (Can you believe it?)
The author: Oto-san wa? (And your dad?)
Miki: He was 22. Yabakunai? (Can you believe it?) Eh, um, I’m 20 now.
The first theme is that CS is often used to exaggerate the points the speaker makes
in a conversation between bilingual friends. In the Extract 1, in which she talks about her
mother’s lack of understanding about the idea of her going on a study abroad program,
Miki switches to English in the second turn by saying “in California. When my mom
was 18!” to exaggerate the fact that her mother who is unsympathetic towards the idea ofher 20 year-old daughter going on a study abroad program, in fact, went on one when she
was 18. Here, by code-switching to English, Miki successfully expressed her frustration
and resentment against her mother more vividly and elicited sympathy from the author,

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which helped form intimate emotional connections as they both tacitly agreed that it’s
unfair that her parents could go on a study abroad program when they were around her
age and she doesn’t get to go on one.

Extract 2:
Miki: Hoka nandaro? (what else?)
The author: Nandaro. (Hmm what else?)
Miki: (After a long silence) Thinking time. Haha.
The author: Haha.
The second theme is that CS is used to smooth over an awkward moment within aconversation or as a result of a particular turn of a conversation between bilingual friends.
In the Extract 2, in which Miki runs out of things to say and a long awkward silence
follows, she switches to English in the next turn, saying “thinking time”, which brings
out laughs from both Miki herself and the author. To have an awkward silence within aconversation with friends feels quite uneasy and uncomfortable as they both don’t want
to be considered boring by each other. Many of them even feel obligated to come up
with something to say to break the silence and continue the conversation. Codeswitching, which allows a shift of language within a turn of a conversation, per se brings
a refreshing change in terms of the language used to an awkward moment. Moreover, inspite of saying “thinking time” in Japanese in a Japanese-dominant-conversation, whichmight sound a bit too straightforward with a possibility of causing further awkward
moment, saying it in English sounds charming and elicits laughs from both the speaker
and the listener, breaking the awkward silence as a result.

6Extract 3:
Miki: Mama ga nattoku iku hito jyanakya dame mitaina. (It’s like he has to be aperson my mom approves of)
The author: eh!! igai!! (No!! I didn’t expect that!!!)Miki: she cares a lot!! Mou nanka mama ga hantaisuru hitoto antaga
kekkonsurutte nattara mou mama antato enkirukarane mitaina. And my voice islaud. Haha. (She’s like “if you ever dare to marry someone that I don’t approveof, I will disown you”)
In the Extract 3, in which Miki talks about the fact that her mother is very
particular about her future marriage partner, she switches to English and says “and myvoice is loud”, after mentioning the intensity of her mother’s concern. Here she uses
code-switching to cover up the awkward moment she instigated as she felt that saying
aloud in Japanese in a café that her mother would disown her if she doesn’t marry aperson her mother doesn’t approve of was inappropriate, considering that other Japanesecustomers in the café were just sitting quiet in their chair, relaxing. In both extract 3 and4, Miki used CS to gloss over awkwardness within a conversation or as a result of what
she said, which helped her maintain the emotional ties with the author.

The two main themes suggest the notion that CS is often used to establish astronger relationship between friends. In Extract 1, Miki used CS to exaggerate thepoints, through which she expressed her emotions more vividly and elicited sympathy
from the author, which helped strengthen their emotional connections and theirrelationship itself as a result. In Extract 2 and 3, CS was used to cover up the7

awkwardness within a conversation or as a result of a particular turn of a conversation,
which allowed Miki to maintain the bond with the author and to further build a sounderemotional ties.

Moreover, the two main themes are connected by the idea that the emotional stateof both the speaker and the listener triggers CS. In the Extract 1, Miki responded in
English to the author’s excitement conveyed in words “Usdesho Usodesho!!!” (No way!
Are you serious?) In the Extract 3, Miki also switched to English in response to theauthor’s excitement expressed in words “Eh!! Igai!!” (No!! I didn’t expect that!!) Thesetwo data suggest the possibility that Miki’s CS was triggered by the author’s emotional
uplift which seemed to have provoked Miki’s strong sense of resentment against her
mother in both Extract 1 and 3. Such strong emotional state of her affected her language
choice, through which she expressed her emotions more vividly, forming stronger
emotional connections with the author. In the Extract 2, Miki code switched after a longsilence. Her behavior brings up the idea that her sense of guilt that she had to break thesilence to cover up the awkwardness triggered CS.

Implications
The results suggest that in a conversation between bilingual friends, CS is used tostrengthen the ties between them, which is also found in a bilingual family conversation
as Chung (2006) has pointed out. The way such ties are established in each case,however, reflects the different needs of the speakers. In the intergenerational
conversation, the speakers intend to negotiate, challenge, and overcome the cultural8distance or generational gap between them using CS (Zue, 2006), whereas, in the intragenerational conversation, the focus is placed more on connecting with friends
emotionally to form a stronger relationship. Certainly, in many cases, the general
distance that exists between friends is no shorter than the one within family members
since each friend comes from different cultural backgrounds while each family member
has different cultural values that often change with times. Yet, in certain cases such as
talking about things adolescents go through or experience that are often shared among
them on daily bases, there isn’t much cultural distance or a gap between friends as there
seems to be within a family. In such cases, the speakers focus more on connecting withfriends emotionally to form a stronger relationship than overcoming the cultural distance
between them, which indicates the possibility of the different approaches to strengthening
the bond, depending on the needs of each speaker.

The limited data in this study, however, raises the need for further research on theissue of CS in the intra-generational conversation and its connections and the differenceswith CS in the intergenerational conversation, with more diverse cultural and linguistic
backgrounds being taken into account.

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