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Code-Switching Behaviors in a Secondary Band Director.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Code-Switching Behaviors in a Secondary Band Director./
作者:	Flood, Margaret J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	236 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28861410
ISBN:	9798496543385

Code-Switching Behaviors in a Secondary Band Director.
Flood, Margaret J.

Code-Switching Behaviors in a Secondary Band Director. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 236 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--University of Miami, 2021.

This item must not be sold to any third party vendors.

The purpose of this qualitative case study was to investigate the linguistic and behavioral manifestation of code-switching behaviors in a secondary band director during the music performance assessment preparation period. The inquiry was guided by three sub-questions: (1) What parts of the band director's verbal and non-verbal language discourse are changing that exemplify code-switching, (2) What are the most prominent themes related to identities and identity roles being observed throughout the band director's process of code-switching, and (3) What is happening during instruction that provokes the band director to code-switch? Approximately 800 minutes of video recorded data and a post-observation interview were collected and analyzed using Charmaz's (2014) grounded theory analysis techniques. Code-switching was most evident in contexts when "David" (pseudonym) was building rapport, setting behavioral expectations, and setting performance expectations. Since David identified as an English-speaking monolingual, he exhibited verbal code-switching most often through changes in tone, register, voice inflection, and prosody. His non-verbal code-switching was most prominent through navigating classroom space, adjusting proximity to students, changing his body positioning on the conducting podium, and changing his hand and arm gestures. David's teacher identity as a band director was exhibited most prominently, yet this identity was driven by various identity roles he navigated while leading band rehearsals. David's navigation of social identity roles (e.g., The Joker, The Reinforcer, The Father Figure, The Cheerleader, etc.), and the discursive actions he took while enacting them, helped to define contexts in which he code-switched. His identities enacted when establishing rapport directly influenced how code-switching manifested in moments of setting behavioral and performance expectations. Furthermore, identity roles related to rapport building contexts were often concurrently exhibited with other identity roles related to the setting of behavioral and performance expectations. David's ability to use code-switching to set behavioral expectations allowed him more ease in establishing performance expectations through code-switching. Recommendations for further research on code-switching using sociolinguistic frameworks in music rehearsal settings are included.

ISBN: 9798496543385Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Band director

Code-Switching Behaviors in a Secondary Band Director.
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520 $a The purpose of this qualitative case study was to investigate the linguistic and behavioral manifestation of code-switching behaviors in a secondary band director during the music performance assessment preparation period. The inquiry was guided by three sub-questions: (1) What parts of the band director's verbal and non-verbal language discourse are changing that exemplify code-switching, (2) What are the most prominent themes related to identities and identity roles being observed throughout the band director's process of code-switching, and (3) What is happening during instruction that provokes the band director to code-switch? Approximately 800 minutes of video recorded data and a post-observation interview were collected and analyzed using Charmaz's (2014) grounded theory analysis techniques. Code-switching was most evident in contexts when "David" (pseudonym) was building rapport, setting behavioral expectations, and setting performance expectations. Since David identified as an English-speaking monolingual, he exhibited verbal code-switching most often through changes in tone, register, voice inflection, and prosody. His non-verbal code-switching was most prominent through navigating classroom space, adjusting proximity to students, changing his body positioning on the conducting podium, and changing his hand and arm gestures. David's teacher identity as a band director was exhibited most prominently, yet this identity was driven by various identity roles he navigated while leading band rehearsals. David's navigation of social identity roles (e.g., The Joker, The Reinforcer, The Father Figure, The Cheerleader, etc.), and the discursive actions he took while enacting them, helped to define contexts in which he code-switched. His identities enacted when establishing rapport directly influenced how code-switching manifested in moments of setting behavioral and performance expectations. Furthermore, identity roles related to rapport building contexts were often concurrently exhibited with other identity roles related to the setting of behavioral and performance expectations. David's ability to use code-switching to set behavioral expectations allowed him more ease in establishing performance expectations through code-switching. Recommendations for further research on code-switching using sociolinguistic frameworks in music rehearsal settings are included.
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