Rationale of the Study
Code-mixing and code-switching, along with identity and language ideologies, represent intricate linguistic and sociocultural phenomena that have garnered significant scholarly interest globally In Vietnam, a nation marked by its diverse linguistic environment and multilingual interactions, these phenomena have increasingly come under scrutiny in recent years (Tran, 2014; Le, 2018).
Language significantly influences self-identity, especially for bilingual individuals Romaine (1995) highlights that the use and choice of language can mirror a person's identity and social standing Furthermore, practices such as code-switching and code-mixing are closely linked to language identity, profoundly affecting how bilingual speakers develop their sense of self.
2003) As such, exploring the use of English-Vietnamese code-switching and code- mixing among university students can provide insights into the role of language in shaping identity construction.
Language ideology encompasses the attitudes, beliefs, and values that individuals hold regarding language, significantly impacting their language practices Research highlights the influence of language on the development of these ideologies, particularly through phenomena like code-switching and code-mixing among university students Hall and Nilep (2013) illustrate how multilingual speakers utilize code-switching to express their identity and affiliations, shaped by globalization's effects Their work examines various theoretical approaches and research methods related to code-switching, identity, and globalization, showcasing examples from diverse sociolinguistic contexts, including study abroad experiences Additionally, Gu, Kou, and Guo (2018) reveal that Chinese language teachers' beliefs about language proficiency notably affect their teaching methods and student evaluations in Hong Kong Park (2017) further explores how language ideologies influence social identity construction among bilingual individuals, linking heritage language use to identity formation and cultural heritage preservation Overall, these studies underscore the critical role of language ideologies in language learning, teaching, and identity development.
Code-switching is a vital tool for language learners to express and shape their identities, revealing their social identity, power dynamics, and language skills (Norton & Toohey, 2011) The interplay between language learning and identity is shaped by social, historical, and personal beliefs Furthermore, exploring language ideology's impact on language acquisition and identity formation is crucial for enhancing teaching and learning practices, as highlighted by Hall and Nilep (2013).
Language ideologies are complex and intricately linked to language use and identity formation Understanding this relationship sheds light on how language shapes identity Research has examined how learners' identities evolve (Norton, 2000; Pavlenko, 2001; Higgins, 2019) and how language ideologies are formed (Heller, 2011; Bucholtz & Hall, 2018), highlighting the connection between language ideologies and identities (Bucholtz & Hall, 2004) Additionally, the roles of code-switching and code-mixing in shaping these ideologies and identities have been studied (Heller, 2011) However, there is a gap in research regarding how code-mixing and code-switching influence identity and language ideologies among tertiary-level students in Vietnam For instance, Pham investigates how individuals negotiate their identities in various contexts, while Nguyen (2018) analyzes the language practices of Hanoi's youth, focusing on code-switching as a tool for identity construction and social negotiation Moreover, Nguyen and Le (2020) explore the code-switching habits of Vietnamese-English bilinguals in Vietnam and their impact on identity formation across different settings.
Language is essential in shaping identity, especially for bilingual individuals, as evidenced by various studies (Romaine, 1995; Clyne, 2003; Park, 2017) The use of language, including practices like code-switching and code-mixing, influences self-perception and external perceptions (Hall & Nilep, 2013; Gardner-Chloros, 2009) Investigating English-Vietnamese code-switching and code-mixing among university students offers valuable insights into how language contributes to identity formation Additionally, understanding language ideologies is crucial, as they significantly affect language learning, teaching, and identity development This study addresses the gap by exploring the language use and identity construction of bilingual university students in Vietnam.
Objectives
This study examines the language ideologies and identities of bilingual Vietnamese-English students, specifically through their practices of code-switching and code-mixing It aims to explore how these language practices shape the identities of language learners.
Research questions
In this study, the researcher draws upon students’ narratives to address the following research questions:
(1) How do Vietnamese-English bilingual university students navigate different language ideologies?
(2) In what ways do university students construct their identities through the use of code-mixing and code-switching between English and Vietnamese?
Scope of the Study
This thesis focuses on two main groups of bilingual speakers: Vietnamese university students who are fluent in both English and Vietnamese, and who actively use both languages in their daily lives and academic activities, amidst the extensive research available on bilingualism.
Significance of the Study
This thesis examines the relationship between language use and identity formation in bilingual university students, highlighting the roles of code-switching and code-mapping It reveals how bilingual individuals navigate different linguistic ideologies and construct their unique linguistic identities.
This study offers valuable insights for language educators, policymakers, and researchers Language educators can enhance their teaching strategies by understanding the intricate link between language and identity Policymakers can leverage the findings to create language policies that promote multilingualism and protect linguistic diversity Additionally, researchers can build upon this study to enrich the literature surrounding language use, identity formation, and language ideologies.
Additionally, the research would contribute to the advancement of a more nuanced comprehension of the function of language in shaping language ideologies and the construction of language identity.
Structure of the thesis
The study titled “English-Vietnamese Code-Switching and Code-Mixing: Language Ideologies and Identity Construction of University Students” is organized into six chapters The Introduction outlines the study's background, rationale, objectives, research questions, scope, significance, and structure The Literature Review in Chapter two examines previous studies and establishes the conceptual framework Chapter three details the methodology, including the design, context, and research instruments used The Results in Chapter four highlight key findings from the research In Chapter five, the Discussion summarizes the research efforts and offers suggestions for addressing limitations in future studies Finally, Chapter six concludes the research.
Conclusion, the research's findings are concluded, and the recommendation addresses the goals of the teaching and learning process.
This literature review investigates language ideologies and identity constructions, starting with an overview of code-switching and code-mixing as significant cultural and linguistic trends It examines their functions and contexts within diverse linguistic communities The review further delves into the theoretical frameworks surrounding language ideologies and identity construction, particularly focusing on English-Vietnamese code-switching and code-mixing practices Additionally, it assesses the influence of language policy on these ideologies and constructions, especially concerning the use of English and Vietnamese.
Code-mixing and code-switching
Code-mixing and code-switching are linguistic practices involving the use of multiple languages in communication Code-mixing incorporates elements from one language into another within a single sentence, while code-switching involves alternating between languages during conversation These phenomena are prevalent in multilingual environments, where speakers proficient in various languages may blend them in their speech or writing They can manifest as borrowing words or phrases, using mixed grammatical structures, or switching languages entirely Such practices serve diverse communicative purposes, including expressing social identity, signaling group membership, and fostering a sense of belonging within a community In bilingual settings, individuals often engage in code-mixing or code-switching to reflect their hybrid cultural identity These linguistic behaviors occur in both informal and formal contexts and are influenced by factors such as speakers' proficiency, sociolinguistic dynamics, and attitudes toward different languages.
Code-mixing and code-switching are prevalent among bilingual Asians, particularly in multilingual societies like Singapore, where languages such as English, Mandarin, Malay, and Tamil coexist These linguistic practices allow individuals to navigate different cultural contexts and express their hybrid identities Research indicates that bilingual speakers often use code-mixing and code-switching to signal group membership, convey emotions, or clarify meanings Additionally, these practices can strategically negotiate social relationships, reflecting politeness and power dynamics Factors such as language proficiency, attitudes, and social context influence how and when these practices are employed, with speakers often using them to align themselves with higher prestige languages or to accommodate their interlocutors in informal settings.
Code-mixing and code-switching are prevalent linguistic practices in bilingual communities, particularly among Vietnamese speakers who often blend Vietnamese with other languages like English in their daily conversations Studies indicate that these phenomena serve multiple communicative purposes, enhancing interactions and facilitating expression within bilingual Vietnamese contexts.
Vietnamese speakers often engage in code-mixing and code-switching to effectively express ideas, convey emotional nuances, signal group membership, or maintain social distance and politeness These dynamic language practices highlight the complexity and flexibility of bilingual individuals as they navigate their language use based on various social, cultural, and situational contexts Factors such as language proficiency, dominance, and attitudes also play a significant role in influencing the frequency of code-mixing and code-switching among bilingual Vietnamese speakers, with those more proficient in one language likely to use it more often.
Language attitudes, particularly the perceived prestige of English, influence code-mixing and code-switching among bilingual Vietnamese speakers, often reflecting their social status and identity (Tran, 2016) Acknowledging these practices in language education can highlight the linguistic creativity and social skills of bilingual individuals (Nguyen, 2015) Furthermore, language policies should embrace the complex language practices of bilingual speakers, avoiding stigma against code-mixing and code-switching as they are essential components of bilingual communication (Vuong & Kwon, 2012) Promoting a positive view of bilingualism can lead to inclusive policies that respect and support the linguistic practices of bilingual Vietnamese speakers and similar communities.
Language ideology
Language ideology encompasses the beliefs, attitudes, and values that shape perceptions of language and its societal role, influenced by social, cultural, political, and historical factors (Norton & Toohey, 2011; De Costa, 2011) It significantly impacts individuals' language practices and identities, with different languages or variations linked to specific identities shaped by societal conventions For example, proficiency in English may enhance social standing, while speaking a minority language can lead to stigmatization These ideologies also affect self-perception regarding language skills, evoking emotions like pride and guilt (Norton & Toohey, 2011; Park, 2017) Additionally, language policies reflect dominant ideologies, promoting certain languages over others, which can influence individuals' language choices and access to opportunities (Clyne, 2003; Gardner-Chloros, 2009) In educational contexts, teachers' beliefs about language shape their instructional practices, while learners' ideologies affect their views on language learning, such as the emphasis on native-like pronunciation (Norton, 2000; De Costa, 2011; Park, 2021).
Language ideology plays a significant role in everyday communication, especially in multilingual settings where speakers frequently switch between languages or dialects (Appel and Muysken, 2006) Choices in language and code-switching are often shaped by ideologies linked to identity, politeness, and social norms (Li, 2006; Gu, Kou, and Guo, 2018) For instance, individuals may switch languages to convey their identity or to connect with specific social groups, or to tailor their language to fit various social situations and audiences (De Fina, 1996; Camilleri, 1996) Understanding language ideology is crucial for grasping the intricate dynamics of language use and its effects on individuals and communities.
Research on English as a Second Language (ESL) learners highlights the importance of cultural and ideological backgrounds in shaping attitudes toward language acquisition Costa (2011) investigates how these factors influence beliefs among Chinese ESL learners, while Park (2021) explores the impact of language ideologies on Korean immigrants in New Zealand, focusing on heritage language use and identity formation Additionally, Lai, Gao, and Wang (2015) examine the role of bicultural orientation in the language learning experiences of South Asian ethnic minority students in Hong Kong, emphasizing the interplay between language ideology and cultural identity in the context of language acquisition.
Language identity
Language identity is a complex concept that reflects how individuals perceive and express themselves through their language use and linguistic repertoire It is shaped by social, cultural, and personal factors, making it dynamic and context-dependent Language identity evolves through interactions with others and varies across different settings, such as family, school, and online communities It is closely linked to social identity, serving as a marker of group membership and cultural affiliation This identity can foster a sense of belonging, pride, or resistance, and significantly influences individuals' motivation and success in language learning.
A strong connection to a language and its associated identity can significantly enhance motivation for language learning and usage Acknowledging and validating students' language identities in educational settings fosters inclusive and empowering environments, leading to positive attitudes and increased engagement in language learning (Creese & Blackledge, 2010) Language policy-makers should take into account the intricate relationship between language and identity, as individuals' language choices are often deeply intertwined with their identities Policies that respect and recognize these identities are more likely to be effective and sustainable (Heller).
2010) For instance, policies that promote linguistic diversity, multilingualism, and inclusive language practices can support individuals' language identities and foster social cohesion and equity (Creese & Blackledge, 2010).
Research on language identity in Asia, particularly in Vietnam, reveals how individuals navigate and construct their language identities in diverse contexts Bilingual Vietnamese speakers often engage in code-mixing and code-switching, influenced by factors such as language proficiency, social context, and identity negotiation (Tran, 2013) These practices allow individuals to express emotions, foster group solidarity, and indicate social status (Li, 2018) Additionally, language policies in Vietnam have historically favored Vietnamese as the national language, marginalizing regional dialects and minority languages, which significantly affects individuals' language identities as they balance the dominant language with their own linguistic backgrounds (Nguyen, 2017).
Language identity in Asia is deeply connected to cultural identity and globalization, with English emerging as a significant global language due to economic ties to the global market Proficiency in English often signifies social prestige and upward mobility, leading individuals to adopt English to assert a cosmopolitan identity while striving to maintain their local languages and cultural heritage This dynamic phenomenon is influenced by various social, cultural, and political factors, resulting in complex negotiations surrounding language choice, use, and attitudes A nuanced understanding of language identity in Asia, including Vietnam, necessitates consideration of historical, social, and cultural contexts, as well as the effects of language policy and globalization on individual language practices.
Communication accommodation theory
The Communication Accommodation Theory (CAT) highlights how individuals modify their communication styles, including language and nonverbal cues, to align with others' behaviors This adaptation aims to gain social approval, build rapport, minimize social distance, or highlight differences in intergroup interactions (Giles, Coupland, and Coupland, 2010).
Communication Accommodation Theory (CAT), introduced by Howard Giles in the 1970s, emphasizes that effective communication involves more than just message exchange; it requires individuals to adapt their communication styles to meet the expectations of their partners This theory is instrumental in understanding communication dynamics across various social contexts, such as intercultural, intergroup, and intergenerational interactions.
In intercultural communication, Communication Accommodation Theory (CAT) illustrates how individuals from diverse cultural backgrounds modify their communication styles to overcome cultural barriers and enhance understanding Studies indicate that people often alter their speech rate, choose between formal and informal language, and adjust nonverbal cues like eye contact and gestures to align with the communication preferences of their intercultural partners (Gudykunst & Kim, 2003).
In intergroup communication, Communication Accommodation Theory (CAT) illustrates how individuals modify their communication behaviors to highlight or diminish social differences among groups For example, in a workplace environment, employees often adapt their communication styles to match those of their supervisors or peers, aiming to gain approval and build rapport.
CAT, or Communication Accommodation Theory, explores intergenerational communication by examining how younger and older generations modify their communication styles to effectively connect across age differences Research indicates that individuals often adjust their language, tone, and nonverbal cues to align with the communication behaviors of various age groups (Giles, Bourhis, and Taylor, 2007).
Communication accommodation theory, language ideology, and language identity
Communication Accommodation Theory (CAT) examines how individuals modify their communication styles, including language use, according to social contexts and the traits of their conversation partners (Giles, Coupland, and Coupland, 2010) In language learning and education, CAT provides insight into how beliefs and attitudes about language influence learners' experiences and identities For example, Norton and Toohey (2011) applied CAT to study language learners in multilingual Canadian classrooms, revealing that students adapt their language use to express their identities as bilingual or multilingual individuals, thereby managing their social relationships with peers and teachers.
De Costa (2011) utilized Conversation Analysis in his research to expand the understanding of learner beliefs in second language acquisition (SLA) He focused on an ESL learner from China, exploring how this individual navigated language use and identity within the context of an English-medium university.
De Costa highlighted that a learner's language use is shaped by their status as a non-native English speaker and their aim to build a positive social identity in a new environment He stressed the significance of understanding learners' language ideologies and positioning to grasp their beliefs and practices in second language acquisition (SLA) Similarly, Warriner (2015) investigated language ideologies and neoliberal discourses in adult English language education within immigrant communities in Canada Her research revealed that these ideologies significantly impacted learners' practices and their views on language ownership and authenticity.
Park (2021) explored the language ideologies and identity formation of 1.5-generation Korean immigrants in New Zealand, employing Conversation Analysis Theory (CAT) to examine their language use and accommodation strategies The study revealed that these immigrants navigated their identities as Korean speakers within a new linguistic landscape, with their language practices shaped by their ideologies regarding the importance of their Korean heritage and their views on English as a dominant language.
Gu, Kou, and Guo (2019) utilized Critical Applied Linguistics (CAT) to examine the language ideologies of Chinese language teachers instructing South Asian students in Hong Kong Their research revealed that these ideologies significantly shaped the teachers' classroom practices, impacting their language use, pedagogical strategies, and views on the language abilities and identities of their students.
Research emphasizes the importance of language ideologies and identities in language learning and education, demonstrating how Communication Accommodation Theory (CAT) serves as a valuable framework for exploring these intricate dynamics By analyzing language usage, accommodation strategies, and the social contexts of language learning and teaching, these theories reveal how individuals shape and negotiate their identities through language Additionally, they illustrate the impact of language ideologies on language practices and experiences across diverse sociocultural environments.
Research gap
Research on the language ideologies and identity constructions associated with English-Vietnamese code-switching and code-mixing among Vietnamese university students is limited While existing literature addresses the linguistic and social factors influencing these practices among bilingual speakers, further investigation is needed to understand the impact of language policies on these behaviors and their implications for language ideologies and identity in Vietnam.
Research has delved into the interplay between language ideologies and identity formation, particularly through the practices of code-switching and code-mixing Notable contributions to this field include studies by Canagarajah (2011), Duong and Phan (2019), and Le and Nguyen, which highlight the complexities of how individuals navigate their linguistic choices to express their identities.
Despite studies by Pham (2020) and Truong (2014) exploring related phenomena, there is a scarcity of research in Vietnam, especially concerning university students Most existing studies have concentrated on learner identity, overlooking the critical area of language identity This gap underscores the necessity for in-depth research that specifically examines the language ideologies and identity constructions linked to English-Vietnamese code-switching and code-mixing practices among university students in Vietnam.
This chapter outlines the methodology of the study, detailing the research process and its alignment with the research questions and objectives It discusses the rationale behind choosing a qualitative approach, the research design, data collection methods, data analysis techniques, and ethical considerations Additionally, it addresses potential limitations and challenges encountered in the methodology.
Research design
Narrative inquiry was utilized to explore the relationship between language ideologies and the identities of language users, while also examining the communication accommodation theory in this context.
Narrative inquiry is a research method that examines human experiences through storytelling, emphasizing how individuals interpret their experiences and shape their identities As noted by Barkhuizen, Benson, and Chik (2014), this approach reveals the complexity and richness of personal stories, uncovering deeper meanings and themes In the context of language teaching and learning, narrative inquiry has proven valuable for exploring topics such as language teacher identity, learner motivation, and intercultural communication By focusing on the personal experiences of language teachers and learners, this method provides crucial insights into the intricate and evolving nature of language education.
Narrative inquiry is an effective method for understanding how individuals construct meaning and interpret their experiences through storytelling This approach enables researchers to gather rich, detailed data that reflects the complexities of people's lives, including their emotions, beliefs, and values (Clandinin and Connelly, 2000) By utilizing narrative inquiry, researchers can deeply explore individual experiences and gain insights into the intricate ways people make sense of their surroundings.
Norton (2000) explored the intersection of identity and language learning, focusing on how gender and ethnicity influence language learners' identities Higgins (2003) examined the impact of language choices on gender identities in bilingual settings, while Kubota (2014) investigated the negotiation of racial and linguistic identities in multilingual contexts Norton and Toohey (2011) further analyzed how language learners construct their identities in relation to social change Collectively, these studies underscore the importance of narrative inquiry in understanding the complexities of language identity, offering valuable insights into the experiences and identity negotiations of individuals in language learning environments.
Barkhuizen, Benson, and Chik (2014) and Clandinin and Connelly (2000) advocate for the effectiveness of narrative inquiry in researching language identity They highlight that this method allows for an in-depth exploration of individuals' lived experiences, which is crucial for understanding the complexities of language learning and identity formation Narrative inquiry is presented as a valuable qualitative research tool that uncovers personal experiences and meanings, providing rich data for investigating identity-related topics Both studies affirm that narrative inquiry is a suitable approach for examining language identity and its nuances.
By employing narrative inquiry, researchers can capture the nuanced experiences,perspectives, and identities of individuals within the specific context of language use and learning.
Narrative inquiry, a qualitative research method, focuses on understanding subjective experiences and exploring intricate social processes to produce rich, contextual data This approach aligns with qualitative research principles, allowing for a deeper examination of ideologies and identity construction that may be overlooked by quantitative methods (Creswell and Creswell, 2018).
Participants
Ngan, D
The participant referred to as Ngan, D., has agreed to participate in the study exploring English-Vietnamese code-switching and code-mixing practices among university students.
Ngan, D is a passionate sophomore at VNUHCM - University of Social Sciences and Humanities, majoring in International Relations With a deep understanding of sociology, she shares her life philosophy on social media, drawing on various philosophical references While she primarily uses English in her academic pursuits, she communicates in Vietnamese at home and often engages in code-mixing and code-switching with friends.
Hung, Tr
The participant,Hung, Tr., has consented to take part in the study investigating university students' use of English-Vietnamese code-switching and code-mixing.
Hung, Tr is a Vietnamese native speaker who uses English as his foreign language, engaging with it extensively in his academic studies, where over 90% of his courses are conducted in English In his professional role as a full-time Digital Executive, he frequently employs English, further enhancing his language skills As a university student, Hung, Tr navigates various linguistic contexts and encounters diverse linguistic ideologies within both his social and academic settings.
Dung, B
Dung, B., has given her approval to participate in the study examining the usage of English-Vietnamese code-switching and code-mixing by university students.
At the University of Economics in Ho Chi Minh City, senior Dung B is pursuing a degree in accounting and primarily uses English for her university courses While she rarely speaks English at home, she frequently code-switches and code-mixes with her friends Dung is modern and stays updated with trending stories on social media.
As a university student, Dung, B is likely to face diverse language situations and navigate various language ideologies in both her academic and social environments, including unfamiliar memes or trends.
Bao, L
Bao, L the participant, has consented to take part in the study investigating English-Vietnamese code-switching and code-mixing activities among university students.
A second-year Graphic Design student at Van Lang University, he balances his studies with a part-time job as a painter While his work and academic pursuits require English usage only half the time, he enjoys mixing English with Vietnamese in his daily interactions, whether at home or with friends.
Bao, L is a funny person with dark humor, he understands and adapts jokes very quickly.
Ngo, Ng
The participant, Ngo Ng, has given her agreement to participate in the study examining activities involving code-switching and code-mixing between English and Vietnamese among university students.
Currently a third-year Media Management & Production student at Hoa Sen University, she works as a freelancer specializing in urban and candid photography and documentary filmmaking An introverted yet insightful individual, she values deep conversations with those who resonate with her perspective on life At university, she primarily communicates in English, often incorporating code-mixing and code-switching, and she prefers using English over Vietnamese.
Pseudonyms Gender Age Major Part-time job
Hung, Tr M 22 Marketing Digital Executive
Ngo, Ng F 21 Media Management & Production Freelancer
Research instruments
Narrative frame
Utilizing a narrative frame in research allows for the gathering of detailed personal narratives from participants about their experiences with code-switching and code-mixing, as well as the connection of these linguistic phenomena to their identities and language ideologies (Barkhuizen, Benson, & Chik, 2014) This approach encourages participants to share personal stories and specific examples, resulting in rich, nuanced data that goes beyond superficial answers and generalizations (Clandinin).
This approach facilitates a comprehensive examination of participants' subjective experiences, revealing the intricate complexities of language practices and their significant impact on identity formation and language beliefs.
In the narrative frame (see appendix A), the part that answers research question
Vietnamese-English bilingual university students navigate diverse language ideologies by sharing their experiences and interactions within various language communities They encounter different language norms and expectations, which present challenges in reconciling these ideologies Through their narratives, participants illustrate the complexities of balancing multiple linguistic identities in an academic setting.
This study explores how Vietnamese-English bilingual university students construct their identities through code-mixing and code-switching between English and Vietnamese Participants shared personal stories and specific instances of their language practices, revealing the motivations and reflections behind their choices The research aims to uncover how these bilingual individuals navigate language ideologies and identify themselves as Viet-Eng bilinguals, examining how they project their identities and how they wish to be perceived by others By analyzing their language practices, the study seeks to highlight the complex ways in which participants construct and present their identities as bilingual individuals.
Utilizing a narrative frame enabled the researcher to collect valuable narratives that illuminate how participants navigate language ideologies and construct their identities through code-mixing and code-switching This method facilitated a comprehensive examination of the research questions, revealing the intricate relationship between language ideologies, linguistic practices, and identity development among Vietnamese-English bilingual university students.
Interviews
Semi-structured interviews were utilized to gather in-depth data, enabling participants to express their perspectives and experiences in their own words This approach offered valuable insights into participants' self-perception and their language use within wider social and cultural contexts.
Semi-structured interviews utilizing open-ended questions are popular qualitative research methods that offer both flexibility and depth in data collection These interviews allow participants to express their experiences, perspectives, and insights in their own words, resulting in rich and detailed information.
Semi-structured interviews differ from structured interviews by allowing participants to engage with open-ended questions, which provides them the freedom to express their thoughts and explore relevant topics in a more conversational way.
Semi-structured interviews blend predetermined questions with the flexibility to explore emerging themes, striking a balance between researcher guidance and participant input (Flick, 2014) This method ensures essential topics are addressed while also uncovering unexpected insights Additionally, open-ended questions empower participants to express their thoughts freely, fostering richer discussions without the limitations of specific prompts (Patton, 2015).
The researcher opted for semi-structured interviews featuring open-ended questions due to their flexibility and adaptability, which allowed for an in-depth exploration of the research topic and the capture of diverse perspectives This interview format encouraged participant engagement, enabling them to share their personal stories and experiences As a result, the researcher obtained rich and nuanced data that reflected the complexities of participants' experiences and linguistic practices The interview process involved two sets of questions: the first set comprised five questions addressing various language ideologies, while the second set included five questions aimed at further examining the construction of language learners' identities (See appendix B).
This section describes the procedure for emailing participants a narrative frame, giving them a three-day window to respond and share their stories After the stories are collected, follow-up interviews will be scheduled.
Thematic Analysis
Thematic analysis is a popular qualitative research method that systematically identifies and interprets patterns or themes within qualitative data This approach enables researchers to uncover underlying meanings and key insights, offering a deeper understanding of participants' experiences and perspectives by organizing data according to recurring themes (Braun & Clarke, 2006).
Thematic Analysis is a systematic process that includes several iterative steps: familiarizing with the data, generating initial codes, searching for themes, reviewing and refining those themes, defining and naming them, and ultimately producing a final analysis (Braun & Clarke, 2006) This method requires researchers to continuously oscillate between the dataset and the developing themes, ensuring a thorough exploration of the data (Braun & Clarke, 2006).
Braun and Clarke (2006) highlight that their method is essential for extracting detailed insights from qualitative data, enabling researchers to uncover common themes, differences, and relationships This adaptable framework is applicable in diverse research settings, making it ideal for exploring various phenomena such as individual experiences, attitudes, beliefs, and behaviors.
This chapter discusses the findings of a study focused on Vietnamese-English bilingual university students and how they navigate language ideologies while forming their identities through code-mixing and code-switching Analyzing participants' frame reports revealed significant insights into their language experiences and practices To enhance understanding and address the research questions more effectively, interviews were conducted, offering a deeper exploration of the participants' perspectives, motivations, and the complexities of their language choices.
Frame and interview report
Participant: Ngan, D
Ngan, D started learning English in kindergarten through her school curriculum and enhanced her skills by watching Disney Channel and English animations She found studying English exciting and rewarding, viewing it as a language that improved her status Her impressive scores were bolstered by her English teacher's emphasis on active conversation However, outside of school, Ngan primarily spoke Vietnamese with friends and family, as English was not essential for her daily interactions.
Ngan, D.felt confident communicating in Vietnamese and rarely added English words or phrases to her conversations due to perceived limitations in her English proficiency.
Ngan, D considers herself proficient in English communication but averages in academic English, actively enhancing her skills through YouTube, podcasts, and books In her studies, she frequently uses English for academic tasks and engages with classmates and teachers in both Vietnamese and English due to her major's requirements At home, she communicates solely in Vietnamese, as English isn't needed in daily conversations While socializing with friends, Ngan occasionally mixes Vietnamese and English, using English slang to create a fun atmosphere Currently, she does not use English in a professional context, as she is not employed.
In Vietnamese conversations, Ngan, D often integrates English words, particularly in academic settings and sometimes in daily interactions This usage arises from the necessity to convey specialized terminology in her field of study, which often does not have direct equivalents in Vietnamese When she communicates in English, Ngan effectively expresses complex ideas that are essential for her major.
D rarely adds Vietnamese words, mainly due to the limited availability of English terms associated with her specialized field in Vietnam However, when gossiping with friends, Ngan, D frequently code-switches between English and Vietnamese to fully express her thoughts, given the prevalence of new English slang Ngan, D finds it challenging to rely solely on Vietnamese in her daily conversations due to the evolving nature of the language and the need for nuanced expressions.
Ngan, D.plans to further improve her English skills through books and movies.
As Ngan, D.'s English proficiency improves, she looks forward to enhancing her skills in code-mixing and code-switching She plans to integrate more English vocabulary into her Vietnamese conversations, showcasing her evolving language abilities Conversely, in English communication, she intends to reduce her use of Vietnamese terms, especially in areas pertinent to her major Ngan envisions a future where she can seamlessly alternate between English and Vietnamese in both her interactions and her career, which may demand high proficiency in both languages.
Ngan, D exemplifies bilingualism as a Vietnamese-English university student, showcasing her language use and identity construction Her journey reflects the intricate dynamics of language ideologies, code-switching, and code-mixing, shaped by her past experiences and current practices As she progresses in her language skills, Ngan aims to harmonize her linguistic abilities with her academic and professional goals.
Ngan, D highlighted that her university program prioritizes English proficiency, setting a minimum IELTS score of 6.5 as a standard In her coursework, she employs both Vietnamese and English for assignments and exams, but she has not utilized both languages extensively in her overall learning experience.
Vietnamese and English is primarily focused on the framework of the assigned coursework.
At her university, Ngan, D emphasizes that English is a mandatory language rather than merely a preference Proficiency in English is essential for students to effectively access materials, communicate, and engage with resources Many courses are taught exclusively in English, and even in optional classes, lecturers favor English teaching materials and encourage student interaction with English-language resources.
Ngan, D encountered challenges with language expectations, particularly in reading academic reports and research papers in English, which affected her concentration and comprehension To address this issue, she implemented a reading strategy that involved first reviewing the abstract, research method, theoretical framework, and conclusion to capture the main ideas before exploring the details, ultimately enhancing her focus and understanding of the material.
Ngan, D minimizes her use of Vietnamese during English conversations, opting to elaborate on unfamiliar words with definitions or examples Her language choice is influenced by her conversation partner and the context She observes that most people around her learn English primarily to complete their studies and improve their career opportunities in multicultural settings Furthermore, Ngan expresses a keen interest in learning Korean, driven by her fascination with K-pop idols.
Ngan, D has had positive experiences with bilingual communication in her university, where bilingualism is prevalent The community embraces the use of both languages without any specific attitudes or judgments towards her bilingualism There are no stereotypes regarding her language use, and individuals recognize that language proficiency can differ, viewing it as a normal aspect of communication rather than a disadvantage.
Ngan, D offers valuable insights into the language expectations and challenges faced in a multilingual university setting, emphasizing the significance of English proficiency in her field She shares her strategies for overcoming language-related obstacles and underscores the acceptability of bilingualism, recognizing that each individual possesses a distinct set of linguistic skills.
She shared her experiences and insights on language mixing and its implications for communication and future aspirations.
Ngan, D often blends English and Vietnamese in casual conversations with friends, easily switching between the two languages She notes that while she rarely mixes languages when speaking solely in Vietnamese, she occasionally uses slang Conversely, when communicating in English, Ngan sometimes includes Vietnamese phrases to enhance her expression of specific situations.
The motivation behind her language mixing stems from her limited English proficiency In situations requiring English communication, Ngan, D interweaves Vietnamese to ensure clarity and effectively articulate her thoughts.
Ngan, D.'s bilingualism is well-received by her friends and teachers, who appreciate her use of both languages However, her family, where Vietnamese is primarily spoken, shows some hesitation towards bilingual communication, likely due to the difficulty of translating certain words into Vietnamese while preserving their intended meaning.
Ngan, D believes that bilingualism in English and Vietnamese significantly influences her academic and career goals, particularly as she pursues a degree in International Relations She highlights that proficiency in both languages is crucial for academic success, especially since many exams are conducted in English Ngan envisions a future in political diplomacy, where fluency in English is essential not only for communication but also for writing reports and conducting research, underscoring the importance of language skills in her chosen field.
Participant: Hung, Tr
Hung, Tr began learning English in primary school, using platforms like YouTube, movies, music, and books to improve his skills His enthusiasm for English allowed him to communicate with people from different countries, leading to consistently high scores in his studies Outside of school, he actively used English in daily interactions with friends, reflecting his desire to stay current as a Gen Z individual Although he primarily spoke Vietnamese at home, he often integrated English words and phrases into conversations to convey complex ideas more effectively.
Hung, Tr considers himself proficient in English communication, especially in academic contexts, and actively enhances his skills through diverse resources like books, articles, videos, and assignments He recognizes the challenges of academic English but consistently uses it in his learning environment for communication, presentations, and writing Comfortable with bilingual communication, he speaks both Vietnamese and English, reflecting a cultural norm in his life At home, he communicates solely in Vietnamese, while with friends, he mixes both languages In his workplace, English predominates for discussions, documentation, and client interactions He habitually integrates English phrases into his Vietnamese conversations and occasionally includes Vietnamese words in English dialogue to honor elder Vietnamese individuals.
Hung, Tr finds it more comfortable to switch between English and Vietnamese when expressing complex ideas that require precise articulation.
Hung, Tr aims to enhance his English proficiency by engaging with diverse resources such as movies and articles He plans to maintain his code-mixing and code-switching practices, integrating English terms into Vietnamese conversations and vice versa to show respect for older individuals By continuing to use these linguistic strategies, Hung, Tr believes he can effectively express his thoughts and ideas in both languages.
Hung, Tr is an advanced English speaker who integrates the language into his academic and professional endeavors He skillfully employs code-mixing and code-switching to enhance his expression and adapt to various cultural settings.
Hung, Tr.plans to continue improving his English skills through various channels and will continue to communicate in both Vietnamese and English.
Hung, Tr shares his experiences as a bilingual student at university, where classes are mainly taught in English, yet most students and faculty are Vietnamese While English is the primary language for lectures and presentations, he switches to Vietnamese for complex topics to enhance understanding By actively engaging with both languages and adapting his communication based on context and audience, Hung enriches his learning experience and gains a deeper appreciation for diverse perspectives.
At Hung, Tr.'s university, the predominant focus on languages centers around a curriculum that meets Australian standards, emphasizing English as the primary mode of communication Both students and faculty anticipate a high proficiency in English, which is favored in classroom discussions, presentations, and academic tasks While there is acknowledgment of the Vietnamese-speaking community, the overarching preference remains for English due to its alignment with the university's educational framework and international benchmarks.
During his university studies, Hung, Tr effectively managed varying language expectations, effortlessly adapting to both English and Vietnamese as required by different contexts.
At university, Hung, Tr alternates between English and Vietnamese based on the context; he typically uses Vietnamese for internal group discussions and private guidance from professors, while English is predominantly used in other scenarios, regardless of the participants or activities, unless it involves an internal group discussion.
Hung, Tr reports that the responses to his bilingualism and language switching are predominantly positive, with no noticeable stereotypes or judgments regarding the use of either language People generally accept and value his language skills, reflecting a welcoming attitude towards bilingualism.
Tr Hung frequently alternates between English and Vietnamese during work discussions with his boss and colleagues This bilingual approach stems from his job's global nature, where English serves as the primary language He often incorporates English terms prevalent in the workplace or defaults to English when he forgets the Vietnamese equivalent, facilitating effective communication in an international setting.
When it comes to the feelings associated with language mixing or switching,
Hung, a bilingual student, feels a sense of normalcy in his language use, as it does not greatly affect his emotions He recognizes that switching between languages enhances his self-expression and fosters connections with others This ability to adapt to diverse communication contexts allows him to engage meaningfully with individuals from various linguistic backgrounds.
In a multicultural and bilingual environment, the use of both languages together is widely accepted and seen as normal, with friends, family, and teachers maintaining a neutral stance There are no significant social reactions or consequences associated with this practice, as the ability to switch languages for effective communication is appreciated rather than criticized.
Hung, Tr believes that switching between English and Vietnamese has minimal impact on school and career goals; instead, it is advantageous in a multicultural work environment This bilingual ability enables him to connect with diverse clients, vendors, and colleagues, facilitating effective collaboration and shared understanding In his current role, language switching is common as he interacts with individuals who speak both languages Additionally, working for a global company requires English as the common language in meetings, making his language flexibility essential for smooth communication Ultimately, this skill enhances Hung, Tr.'s personal growth by broadening his language capabilities and cultural insights.
Hung, Tr emphasizes the advantages of bilingualism and language switching in academic and professional settings His command of English and Vietnamese allows him to navigate diverse communication situations and build significant relationships The recognition and value placed on his bilingual skills contribute to his growth in both personal and professional realms within a globalized environment.
Participant: Dung, B
Based on the framed report, Dung, B., a senior student at the University of
In Ho Chi Minh City, the journey of learning English for Dung, B highlights the interplay between Vietnamese and English Initially, Dung's English proficiency was developed with the help of a tutor, leading to a solid understanding of the language However, outside of educational settings, English usage remained restricted, as interactions with friends and family were mainly conducted in Vietnamese Conversations occasionally featured code-mixing and code-switching, often arising from a limited vocabulary or during exchanges with an English teacher.
Dung, B currently rates her English communication skills as good, although her academic English proficiency is viewed as average While English is used infrequently in her learning environment, she prefers to use it when interacting with friends.
In Vietnam, communication within families often involves both Vietnamese and English, showcasing a bilingual environment When socializing with friends, the blend of these languages enhances the expression of specific phrases and meanings However, in professional settings, English is rarely used among coworkers, with most client interactions conducted in Vietnamese.
Dung, B plans to enhance her English skills through online tutoring, recognizing the need to minimize code-mixing and code-switching for professionalism in her future career She envisions integrating English terms into Vietnamese conversations in work settings to boost her professional image, while also using Vietnamese words in English communication to better express specific idioms or expressions Additionally, the ability to switch between English and Vietnamese is seen as a beneficial strategy for comfortably conveying her ideas.
In summary, Dung, B.'s language journey encompasses a balanced use of
As Dung, B continues to develop her language skills in Vietnamese and English, she aims to minimize code-mixing for professional contexts while preserving her linguistic flexibility This focus on enhancing her communication abilities is expected to lead to improved expression of ideas, fostering both personal and professional growth in the future.
In the interview she shared her experiences and perspectives on language use and interaction with different ideas about language in the university setting.
Dung, B shares that her experiences as a bilingual university student have been diverse Although her major doesn't heavily rely on English, she encounters essential terms like FIFO, LIFO, and ACCA, which are predominantly taught in English As a result, she prefers to communicate in English when discussing financial accounting topics to better understand and convey specific terminology.
When it comes to different ideas about languages prevalent in her university,
Dung, B highlights that while Vietnamese is often expected to be used in everyday conversations, English is preferred in contexts requiring specific terms and technical vocabulary This preference underscores the importance of accurately conveying ideas with the appropriate terminology, making English the language of choice for specialized discussions.
Dung, B experienced a smooth university journey without any language-related challenges, as the institution does not enforce strict language requirements Most courses are taught in Vietnamese, allowing her to focus on her studies without the stress of navigating differing language ideas.
Dung, B noted that she seldom switches between English and Vietnamese at university, as her friends and classmates primarily communicate in Vietnamese Additionally, professors conduct lectures in Vietnamese, resulting in most of her university interactions taking place in that language.
Dung, B noted that her bilingualism often prompts others to perceive her as showing off her language skills This perception suggests that being bilingual can lead to assumptions of flaunting one's abilities, although she did not explore the specific attitudes, thoughts, or stereotypes related to the preference for one language over another.
Dung, B.'s insights emphasize the experiences of bilingual university students and the necessity of adapting to varying language requirements across courses Her observations reveal the preferences and expectations regarding language use within the university environment Furthermore, her reflections on the perceptions of bilingualism contribute to the ongoing discussion about language diversity and the construction of identity among university students.
Then Dung, B discussed her experiences and perspectives on language mixing and switching in different contexts and how it impacts her academic and career goals.
Dung, B primarily communicates in English for academic discussions, but she often blends English and Vietnamese in casual conversations with friends This mixing occurs particularly when expressing emotions, engaging in gossip, or referencing cultural elements such as memes and trending TikTok sounds She finds this language switching to be a natural and comfortable way to express herself and enhance her connections with others.
One specific example she shared was the addition of humorous sounds, like
"side eye" or "smerk," as inside jokes in conversations with friends This personalizes their conversations and adds a fun element to their interactions.
Dung, B explains that she mixes languages for specific reasons, such as difficulty recalling certain Vietnamese words, where English provides a quicker communication method Additionally, some words lack direct translations in Vietnamese or fail to convey the same meaning, allowing her to express herself more accurately by switching languages.
Dung, B enjoys a supportive environment among her friends, who embrace her bilingualism, fostering a casual and inclusive atmosphere Her family prioritizes her overall personal and academic growth over her English proficiency However, she encountered a negative experience during a job interview when the interviewer made a sarcastic remark about her English skills, reflecting a condescending attitude Despite such discouraging reactions, Dung, B remains determined not to let them impact her confidence.
Dung, B reflects on how language mixing and switching significantly influence her educational and career aspirations In today’s job market, English proficiency is essential for various professions, enhancing both career opportunities and personal development She acknowledges that mastery of English is crucial for success in professional certifications like ACCA and CFA, which are predominantly conducted in English Consequently, a strong command of the language not only allows her to thrive in these programs but also boosts her credibility and marketability in the competitive job landscape.
Participant: Bao, L
Based on the framed report, it is evident that Bao, L., a sophomore student at
Van Lang University boasts extensive expertise in language education, especially in Vietnamese and English Bao, L has cultivated a deep passion for English, leveraging diverse resources like YouTube, films, music, and comics to improve his language proficiency His inclination towards code-mixing, where he seamlessly integrates English terms into Vietnamese dialogues and vice versa, reflects a unique fusion of global influences with traditional and contemporary aspects.
Bao, L currently assesses his English proficiency as average, applicable to both general communication and academic contexts In his learning environment, English is commonly used for reports and presentations, while interactions with friends and family often blend Vietnamese and English based on context and preference At work, English is rarely used among colleagues, as Bao communicates with clients primarily in Vietnamese due to the specifics of his profession.
Bao, L aims to enhance his English skills through diverse methods such as reading books, watching YouTube, enjoying movies, and listening to music He acknowledges the importance of code-mixing and code-switching in an increasingly globalized world, planning to integrate more English vocabulary into his Vietnamese discussions for interactions with foreigners Additionally, he seeks to enrich his English conversations with Vietnamese words, celebrating the beauty of his native language, while also using bilingual exchanges to build his confidence.
Bao, L.'s language journey highlights a dynamic approach to bilingualism, incorporating code-mixing and code-switching as key elements of his identity As he navigates the linguistic landscape, his proficiency and cultural adaptability are anticipated to grow, enhancing his ability to communicate effectively and build connections in both personal and professional contexts.
In an interview, Bao, L highlighted the benefits of being bilingual in Vietnamese and English, noting that it has enriched his student experiences and allowed him to express his personality more fully He emphasized that bilingualism enhances communication, particularly when using specialized terminology in academic contexts Additionally, Bao pointed out that a large portion of his university study materials, including textbooks and research papers, are in English, making proficiency in the language essential for effectively accessing and understanding these resources.
At his university, Bao, L noted that language serves as a medium for expressing knowledge, humor, and emotions He observed a general preference for Vietnamese over English among the student body, suggesting that the university community leans towards using Vietnamese in their interactions Although specific expectations about language usage were not explicitly stated, Bao's insights reflect a clear inclination towards the Vietnamese language within the campus culture.
Bao, L recognized facing challenges related to differing language perspectives during his university studies Although he did not specify these challenges, he highlighted the effectiveness of online dictionaries in helping him navigate language barriers, suggesting that such resources can effectively address language-related difficulties.
Bao, L primarily alternates between English and Vietnamese depending on the context In formal discussions or when communicating with teachers, he often incorporates English terms, especially professional jargon However, he did not discuss other factors that might affect his language preferences, such as the audience or the type of activity.
Adults, particularly older individuals, often express discontent with his bilingual communication style, leading to feelings of bewilderment and annoyance for him, suggesting a generational gap in the acceptance of bilingualism In contrast, Bao, L observes that his peers, especially those who are fluent in English, appreciate his ability to switch between languages.
Bao, L often blends English and Vietnamese while joking with friends and during classroom interactions with teachers He also incorporates phrases from languages like Korean, French, Japanese, and Thai, inspired by popular dramas and entertainment This language mixing brings him joy, as it enables him to apply his multilingual skills in everyday situations and connect with international friends His motivation stems from personal enjoyment and the desire to leverage his language knowledge, while he also finds that speaking English allows him to maintain confidentiality when swearing in the presence of older individuals who do not understand the language.
Bao, L highlighted the multilingual environment among his peers, as they often communicate with him in various languages He noted that his family also occasionally employs multiple languages in their conversations However, he expressed concern over societal condemnation of his multilingualism, indicating potential negative social reactions to his language practices.
Being bilingual is crucial in today's globalized world, as those who speak only one language risk becoming obsolete Bao, L is optimistic about his future career, expecting to use English frequently and communicate with foreigners He believes that his bilingual skills will enhance his personal growth and create opportunities for further development.
In conclusion, Bao, L.'s experiences as a bilingual student who speaks both
Bao, L believes that his proficiency in Vietnamese and English has greatly enriched his university experience, allowing him to express his personality through language Despite encountering challenges stemming from differing linguistic concepts, he effectively utilizes online dictionaries to navigate these difficulties While his friends admire his bilingual skills, some older individuals respond negatively Nonetheless, Bao, L maintains a positive outlook on the future, understanding the significance of bilingualism in a globalized world and its potential to enhance his career opportunities.
Participant: Ngo, Ng
Hoa Sen University third-year student Ngo, Ng possesses a strong foundation in both Vietnamese and English, a journey that began in kindergarten, fueled by the parents' desire to expose their child to a foreign language early on.
Exposure to YouTube, films, music, podcasts, and books fosters a love for learning a new language, resulting in improved test scores and a strong dedication to studying English.
Ngo, Ng assesses her English communication skills as good in both general and academic contexts To improve her English proficiency, she actively engages with various resources, including YouTube, movies, music, podcasts, and books In her learning environment, communication primarily takes place in English.
Ngo, Ng frequently participates in daily conversations in both Vietnamese and English Their ability to code-mix and code-switch is shaped by exposure to English movies and social media, leading to a confident and relaxed communication style.
Ngo, Ng aims to enhance her English proficiency by engaging with diverse resources, recognizing the importance of code-mixing and code-switching in her language practice She plans to integrate English vocabulary into her Vietnamese conversations, influenced by English media, while the use of Vietnamese in English discussions will vary based on context and the conversation partner Furthermore, Ngo, Ng intends to remain adaptable in her language use, switching between English and Vietnamese as needed.
Ngo, Ng.'s language journey showcases her proactive and adaptive approach to learning English and Vietnamese Utilizing code-mixing and code-switching techniques, she skillfully navigates diverse linguistic environments, enhancing her language proficiency As she continues to explore both languages through various channels, her communication skills are set to evolve, facilitating meaningful interactions and connections in personal and professional contexts.
She shared her experiences and insights regarding language use and interaction with different ideas about language.
Ngo, Ng shared her experiences as a bilingual student at university, highlighting the necessity of English proficiency for her major Courses like Digital Marketing and Project Management were taught entirely in English, underscoring the importance of grasping concepts and completing assignments in the language She noted her preference for English, attributing it to its efficiency in communication and comprehension.
At her university, Ngo, Ng highlighted that students hold varied expectations and preferences regarding languages While Vietnamese is frequently spoken, there is no dominant preference for one language over another Many students often blend both Vietnamese and English in their conversations, especially for technical terms that are more easily articulated in English Nevertheless, when it comes to forming sentences or conveying complex ideas, Vietnamese is predominantly used.
Ngo, Ng highlighted her fluency in both Vietnamese and English as a key asset in overcoming challenges related to language diversity during a group project with international students She noted that while varying language backgrounds posed difficulties in clear communication, her language skills allowed her to effectively bridge gaps and enhance collaboration This experience underscored the crucial role of language proficiency in navigating potential language-related obstacles and achieving academic success.
Ngo, Ng emphasized her ability to switch between English and Vietnamese based on the context and the preferences of those she interacts with at the university She explained that she uses English when it is more suitable for the subject matter or when the other person is more comfortable with it In contrast, she opts for Vietnamese during casual conversations or when the other person prefers it This adaptability is crucial for fostering effective communication and ensuring that her conversations are meaningful and comfortable for everyone involved.
“However, I think that being bilingual is a valuable skill that allows for effective communication and connection with people from different backgrounds.”
Ngo, Ng shared her experiences as a Vietnamese-English bilingual university student, noting that reactions to her language use can vary significantly She often receives strange looks when speaking solely in English, leading to assumptions about her Vietnamese fluency based on her bilingualism Despite these judgments, she takes pride in her language skills, viewing them as essential for effective communication and fostering connections with diverse individuals Ngo, Ng emphasized the importance of challenging stereotypes and promoting inclusivity regarding language diversity, highlighting the adaptability required in her academic pursuits and the need to break down preconceived notions about bilingual individuals.
“… It's important to break down these stereotypes and judgments by demonstrating the benefits of being bilingual and promoting a more inclusive and accepting attitude towards language diversity.”
She also shared her experiences and thoughts on mixing and switching between English and Vietnamese while talking.
Ngo, Ng highlighted her practice of mixing English and Vietnamese during conversations, particularly using English terminology while studying specific subjects She emphasized that in deeper discussions with friends, she often switches between the two languages to enhance communication.
Ng often blends both languages in her communication, which enables her to express her thoughts and emotions comfortably and effectively This fluid style of communication feels natural to her, enhancing her ability to convey her ideas clearly.
“It's a natural and fluid way of communication for me, allowing me to effectively express myself and connect with others on a deeper level.”
Ngo finds it easier to express herself when mixing English and Vietnamese, attributing this ease to her consumption of English content She feels that expressing emotions in Vietnamese can be awkward, whereas English allows her to sound more endearing and less cheesy This language switching enhances her ability to communicate effectively.
Ng with a balance between sentimental expressions and a more straightforward communication style, helping her connect with others in a unique way.
“Vietnamese people are not accustomed to using words of affirmation frequently in daily life.”
Regarding reasons for mixing or switching languages in certain situations,Ngo,
Ng emphasizes her approach to communication as a means to prevent sounding cheesy and maintain balance By mixing or switching languages, she effectively conveys meaning while avoiding excessive sentimentality, ensuring her conversations remain engaging and emotionally balanced.