In Support of the Matrix Language Frame Model: Evidence from Igbo-English Intrasentential Codeswitching

This paper explores the morphosyntactic features of mixed nominal expressions in a sample of empirical Igbo-English intrasentential codeswitching data (i.e. codeswitching within a bilingual clause) in terms of the Matrix Language Frame (MLF) model. Since both Igbo and English differ in the relative order of head and complement within the nominal argument phrase, the analysed data seem appropriate for testing the veracity of the principal assumption underpinning the MLF model: the notion that the two languages (in our case Igbo and English) participating in codeswitching do not both contribute equally to the morphosyntactic frame of a mixed constituent. As it turns out, the findings provide both empirical and quantitative support for the basic theoretical view that there is a Matrix Language (ML) versus Embedded Language (EL) hierarchy in classic codeswitching as predicted by the MLF model because both Igbo and English do not simultaneously satisfy the roles of the ML in Igbo-English codeswitching.

Codeswitching in Igbo-English Bilingualism

This study evaluates the Matrix Language Frame model of codeswitching with Igbo-English data and concludes that the data can indeed be considered a classic case of codeswitching, in that a Matrix Language can be clearly identified in bilingual clauses. It establishes this through both qualitative and quantitative analyses that make use of the typological contrasts between Igbo and English to uncover supportive evidence for the Matrix Language Frame model and its associated three principles: the Matrix Language Principle, the Asymmetry Principle, and the Uniform Structure Principle. The investigation goes one step further by using spectrograms and the analysis of vowel harmony between English free morphemes and Igbo bound affixes to demonstrate that two phonologies can co-exist in codeswitching and that codeswitching forms are essentially pronounced with a phonology that does not entirely resemble that of the Matrix Language variety. Furthermore, the study finds that the same language production mechanisms as detailed under the Matrix Language Frame model and its associated three principles underlie both single word and multi-word codeswitching. That is, the present study, like those before it adopting the Matrix Language framework (see Amuzu 2010: 277), underlines the importance of the assumptions underpinning the Matrix Language Principle: (1) that language production is modular; (2) that lexical structure is both complex and abstract; and (3) that languages in contact divide responsibilities in what they may contribute toward lexical structure during the production of mixed constituents. Moreover, the study finds that Igbo-English bilinguals can always sustain ready access to their mother tongue mental lexicon during online speech production and thus Igbo-English may duly be described as a ‘classic’ case of codeswitching.

Igbo-English Intrasentential Codeswitching and the Matrix Language Frame model

This paper uses some data from Igbo-English intrasentential codeswitching involving mixed nominal expressions to test the Matrix Language Frame (MLF) model. The MLF model is one of the most highly influential frameworks used successfully in the study of grammatical aspects of codeswitching. Three principles associated with it, the Matrix Language Principle, the Asymmetry Principle and the Uniform Structure Principle, were tested on data collected from informal conversations by educated adult Igbo-English bilinguals resident in Port Harcourt. The results of the analyses suggest general support for the three principles and for identifying Igbo-English as a ‘classic’ case of codeswitching.

Teacher educators: proposing new professional development models within an English further education context

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher educators, but there is little support for new or experienced practitioners and no substantive professional standards regarding this role in English FE. This has an impact on the professional practice and career trajectories of teacher educators themselves. Based on a series of semi-structured interviews, an online survey and focus groups, this mixed-methods study uses a sequential exploratory design. The study captures the voices of English FE teacher educators who identified mentoring, induction and a choice of continuous professional development sessions as important strategies to improve the effectiveness of their role over time. This article will propose flexible models of professional development, following an analysis of new and experienced teacher educators’ needs in FE in England. The article recommends that new professional standards for teacher educators could be written collaboratively by practitioners, within a policy and institutional framework which supports the scholarship and research requirements of teacher educators.