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All Journal MANDARINABLE: Journal of Chinese Studies LINGTERSA: Jurnal Linguistik, Terjemahan, Sastra
Hazem, Lynda Ben
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Use of Code Switching to Represent Social Class in Tunisian Television Hazem, Lynda Ben
Linguistik, Terjemahan, Sastra (LINGTERSA) Vol. 5 No. 2 (2024): LINGTERSA
Publisher : TALENTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/lingtersa.v5i2.17659

Abstract

Tunisia is a country with a long history and rich culture, causing its contemporary society to be multilingual. Every Tunisian person will be introduced to five different languages before the age of 18, making Tunisians more vulnerable to the phenomenon known as code-switching: the switching between two or more languages in one’s same speech. It is known that according to Bourdieu, the language you speak represents who you are, and one’s use of code switching, especially between Arabic and French, could be their way of assessing their own social status. This paper tested out this theory by analyzing the speech patterns of different characters in Tunisian TV shows, through both a sociolinguistic and psycholinguistic point of view. The goal of this practical analysis was to determine whether certain characters’ use of Arabic/French code switching was purely coincidental or aiming at a demarcation of said character’s social status. The analysis found that characters in Tunisian television will indeed use code-switching to affirm their own social status or try to make themselves resemble high social class individuals, meaning their use of French is calculated and holds a very particular goal. In retrospect, this shows that TV show writers will use Arabic/French code switching as a tool to expose social disparities and lay a foundation for social criticism.
How does The Chinese Language Program at Carthage University’s Higher Language Institute of Tunis in Tunisia use the 5C Method to Provide a Multi-Faceted Chinese Language Education for Tunisian Students? 突尼斯迦太基大学高等语言学院汉语语言专业如何使用5C对突尼斯学生进行多方面的汉语教育？ Hazem, Lynda Ben
Mandarinable: Journal of Chinese Studies Vol. 4 No. 1 (2025): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v4i1.1744

Abstract

To create standards for foreign language instruction in grades K–12, a coalition of four national language organizations—the Council on Foreign Language Teaching in the United States, the Association of French Teachers in the United States, the Association of German Teachers in the United States, and the Association of Spanish and Portuguese Teachers in the United States—was granted funding in 1993. To define content standards for foreign language education, an eleven-member task force representing various languages, program models, levels of instruction, and geographic areas was assigned. The task force disseminated its findings to the general public and the larger profession at every stage of its formation. The resulting document, which defines and defines the role of education, represents an unprecedented agreement among educators, business leaders, the government, and the community. As a multicultural country, the People's Republic of Tunisia began Chinese language education in the 1970s and offered a three-year undergraduate program in Chinese language at Carthage University’s Higher Language Institute of Tunis in Tunisia. The teachers in this major include locals, non-locals, and Chinese. All the teachers have designed a teaching plan together that can provide students with various aspects of Chinese language education. Since Chinese language teaching for said students is a base education process (meaning most of the students do not have a prior Chinese language education), this article will use the 5C plan for Chinese language learning goals in primary and secondary schools across the United States to separately define the content and objectives of this teaching plan, therefore highlighting it’s strengths and potential weaknesses to help better the Chinese education in Tunisia, aiding in the deepening of Sino-Tunisian relations.
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