The New Springtime Journals, Prose Poems and Pictures
(for Tara)
Rya, R-eee-ya, R-iii-ya, goes the bird and it’s night when that occurred and the bird is unseen. There are soft lights in the real reality indoors. Love and friendship also, plus literature,- stacks of books. Papers and pens.
Before, it was morning, and the sun ascended and the earth was warm if a little damp. Reading quickly through Rimbaud’s life and times. The diviner listened to, said a bird would fly overhead. A slightly larger than normal bird. This happened. And there was a large tree and winding paths, hills that went quietly up and then standing on the summit one could see far and far,- distant buildings and more hills,- trees. I watched the thawed and therefore flowing river, and the closer I went the louder and more wonderful it was. Morning, afternoon, dusk, and night. These things and the things within them. Airplanes and clouds in the sky. Spring. The new springtime. The springtime poems from springtime journals. Messages. Letters. Many words.
A ring. I had lost a ring. Looked for it for weeks. Then I let it go for a while. When this night arrived I sat in silence and it came to me…the ring is on a bookshelf. I didn’t know exactly where but that was the message. From spirit or from the higher self or internal knowledge or something. I got up. Turned on lights. Stood before the shelf. Saw a small box. Opened it. There was a picture of Jesus Christ and a small medallion also, and some jewellery. There, amidst all that, was the missing ring. I put it on my finger. I had tried it on at a carnival once, the night fairgrounds of electric eclectic wondrous lights, vendors, music, scents wafting through the nocturne. Distant firecrackers of the firmament. Metropolis of summer. Scenes. Life. Streets. Cars. People. So many people moving about. The vendor: ‘It fits well.’ Me: ‘Yes.’ Memory. The beloved. Brown eyes and dimples, slight blonde streaks in her dark brown hair. Lovely. She doesn’t wear earrings but has been of late,- this year. She is pretty. Naturally pretty. A good soul. Wise. Strong. Honest. Reliable. From the South. Virginia.
We look around at the carnival night. Before and after ride buses, trains, and in a car. Fine. Summer evening. Make memories. Hold hands. Talk. You know how it goes. Everyone has a story as they say.
Back to now: pears and strawberries. Literary biography. Dreams. Good dreams and some bad dreams. But far less bad dreams than before. Almost a whole day without writing prose poems. For reading. For finishing a book I was into. Carson McCullers. A biography. Hmm. Pastel green duvet. We share chocolate the brown haired one and I. A fan whirls. The fields are out there, to be walked in and through, tomorrow morning again. Birds. And window sills here. Silence. Glass. Fences. Cleaning things. Wondering about the future. Aruba. Planes. Places. Beaches. Pools. Short walks. Longer walks. What will be there? Pictures and poems from the parapets and by the promenades of life. hopefully. Take it easy. The world needs less ambitious people anyhow. There should be a district for daydreamers, a mountain for magic, an arena for artists, a shrine for seers, a beach for believers, an applause and clause for the apolitical, a placid pool for poets…
There is a story I wrote about a blue crocheted heart and a small metal heart was found while looking for that ring. A diviner said: ‘Someone out there can hear this message- a blue heart I am seeing. Strange. Hearts are usually red. But this is blue. That message is for someone in the collective…’
Later I’ll step outside. Maybe the night birds will be there somewhere in the distance. A-r-iy a. Ryiiia. That’s what they seem to say. Loquacious if anything. It’s spring. I guess they are taking to their friends. Everyone communicates in their own way. The birds sing those strange songs. The architect makes a rendering. The mechanic repairs the engine. The train conductor sounds a whistle. A teacher makes a rubric. The novelist, an outline first usually. The poet the poem. The mystic creates themselves a new, with God.
My mother Silver hearts in her ears An apron over her black blouse Shimmery pink gloss on her lips With light blonde hair in waves behind her
Holds another’s life in her hands Bleach on to long and it will never be the same Flat iron too hot you’ll singe it right of Cut it to short and that’s months of growth ahead There are perils to a client and plenty of pitfalls for her hairdresser Knowing all this I watch in awe At the easy trust her client bestows And the gracious elegance my mother receives it with She is confident she’ll be happy with her hair And my mother is confident she will make her happy I am relieved that my job is much simpler.
Face scrubbed clean Velcro sandals in place Beaded play bracelet on my wrist Hair down along my back held in place by butterfly berets it swishes when I step
I am the sweeper Although I have many duties as the hairdressers daughter Fetching clean towels Holding the mirror steady My favorite job is getting to sweep Dark hair recently shorn of, litters the floor Broom in hand I shape it into a neat pile Careful not to miss a single strand This job is important, though discarded every piece carries weight Each took months to grow and where painstakingly cut Take it from the hairdressers daughter
Before we even step foot into work we prepare My mom stands in front of the mirror making a perfect face even more perfect I thoughtfully weigh out flower or butterfly clip Butterfly They have sparkles And mom says we should try and look our best
At the salon the other stylists Ashley High ponytail Christina Black short bob Gwen Messy bun with a claw clip Smile when they see me as they set up there stations Waiting for the beautiful people to come in Ready to make them even more so
I study the clients carefully as they walk in What starts out as a half hearted braid shuffling in might leave as a blowout strutting out Pin straight to a perm The person entirely changed along with it But it’s not just how they leave, but what takes place in the chair That matters
Client #1 is indecisive She has had practically every color and look under the sun yet still hasn’t found one to wear longer than a month Client #2 is old She is going gray so she’s decided to dye it all silver. That’s aging in style she says Client #3 is nervous She has prom coming up and she wants to be perfect Client #4 is ready She is going for a promotion at work. She wants to look like a big business lady so maybe she’ll feel like one
I blame it on the mirrors You can’t stare at yourself like that for hours and not get to thinking You can do that at a salon think You can count on the hairdresser to talk with if you need it The hair sweeper to keep things clean And that when you leave even if nothings been figured out If nothing’s changed but the hair on your head You’ll feel a little bit better
Ours Now
We saved the bedroom for last We said it was because it was in the back of the house Made sense to start in the entry The living room The kitchen The bathroom Everything but the bedroom Anything but the bedroom Until now Because even now With the rest of the house in dumpsters
I open the door See the bed And stop Faded floral sheets tucked in The white comforter smoothed out It’s made, The beds made That’s what’s different It was never made before Because she was always in it I still expect her to be in it It’s still expected that we Shuffle in single file avoiding the cups of cold tea Bunched up tissues balanced on stacks of magazines Pushing aside odds and ends To make a path, to the bed Where she waits with her hand outstretched, spotted and knobbled Her shock of white hair spread across the pillow like a halo Drooping eyelids struggling to stay open I can’t call her fragile You can’t struggle for that long and be fragile
She was buried two towns over But that room With the vanity now dusty Crammed full of costume jewelry and expired cosmetics Overflowing closet with now moth eaten wardrobe Was her real mausoleum It was sacrilege to even enter But we did We entered with trash bags and gloves and spray cleaner All because a piece of paper said it was Ours now This house that I can only remember a handful of visits too
That the smell of cats and dust and age drove us out off Was ours Because it’s what she would have wanted
My little sister said it was haunted I said it wasn’t She hadn’t died here after all She died in a bright white room that smelled of disinfectant She died surrounded by family That she couldn’t recognize anymore But we cried for her anyways I cried so hard she called me over Voice slow and drifting Why are you crying little girl And that made me sob louder
When we sorted The trash pile tripling the keep We didn’t talk Not when someone stared of in the distance Or sat and cried Because if we stopped every time To feel the cool jade beads of a bracelet she always wore Marvel at the birthday card we made and for some reason she still kept Flip through the worn pages of the bible she preached If we stopped every time the memories were too much to bear We would never finish.
So we Peeled away yellowed wallpaper Pried of sunflower tiles Pulled up the green carpet A home turned into a gutted out house And it was done Except it wasn’t Because now we would live here No point having it sit there empty, Right
I don’t know when it became our house It wasn’t when we painted the walls grey Or put in grey floors And moved into our grey little house I wondered if we would always be imposters Who dared put food in the fridge And their coats in the closet Squatters In a house waiting for its real owner to come back Home
Lili Lang is 16 years old and lives in California, USA. Lili is a sugar addict who loves all things sweet and spends her time reading and plotting literary world domination. She has her head perpetually in the clouds and is a cat person at heart, or at least she would be if she wasn’t allergic. Lili is a CSSSA Alum and Writegirl Mentee. She is an LA Youth Poet Ambassador. Her work has been previously published in Under The Madness Magazine and Girls Right The World.
Abstract: This paper examines the current state of philology as an academic discipline, highlighting its evolving relevance and the multifaceted challenges encountered in its instruction. While philology traditionally encompassed the study of language in historical and literary contexts, modern transformations in communication technologies, global education trends, and interdisciplinary research have reshaped its scope and pedagogical demands. The study outlines key concerns such as diminishing student interest, marginalization of classical languages, lack of technological integration, and outdated curricula. In addition, it discusses the insufficient training of philology educators and the institutional neglect of humanities in favor of more “practical” disciplines. Drawing on comparative analysis and educational reform theory, the article proposes several strategies to revitalize philological studies, including curriculum modernization, digital literacy enhancement, interdisciplinary collaboration, and policy advocacy. Ultimately, the paper argues for a renewed understanding of philology as a dynamic, culturally enriching, and intellectually rigorous field that can meaningfully contribute to contemporary scholarship and education.
Keywords: philology, teaching challenges, classical languages, digital transformation, interdisciplinary studies, educational reform, curriculum design, linguistic diversity, cultural heritage, critical pedagogy.
Philology, long considered the bedrock of humanistic scholarship, involves the meticulous analysis of texts, languages, and cultural expressions across different historical periods. It integrates various domains of inquiry—linguistics, literary criticism, cultural history, semiotics, and philosophy—to provide a comprehensive understanding of how language both shapes and reflects human experience. At its core, philology is not merely the study of language structures but a profound engagement with the intellectual and cultural legacy embedded in textual traditions. Historically, philology played a central role in the formation of modern academic disciplines. During the 19th and early 20th centuries, it was a dominant force in European universities, providing the methodological foundations for the study of classics, comparative literature, and historical linguistics. It enabled scholars to reconstruct lost languages, interpret ancient manuscripts, and trace the genealogies of ideas and literary forms. The contributions of philologists have been instrumental in preserving cultural memory and fostering intercultural understanding across generations.
However, in the 21st century, philology faces an identity crisis brought about by a range of internal and external factors. The rise of digital media, globalization, and shifting educational paradigms has profoundly transformed how knowledge is produced, transmitted, and valued. As a result, philology is often perceived as an antiquated discipline, disconnected from the pragmatic demands of contemporary society and job markets. The decline of interest in classical languages, the marginalization of textual analysis in favor of empirical or data-driven research, and the reduction of humanities funding further exacerbate this marginalization.
Furthermore, the specialization and compartmentalization of academic knowledge have contributed to the fragmentation of philology into subfields that often lack communication with one another. Literary studies, applied linguistics, and historical linguistics now frequently operate in isolation, diluting the integrative spirit that once defined philological inquiry. This disintegration poses a serious threat to the discipline’s coherence and pedagogical effectiveness. Yet, philology remains uniquely positioned to offer critical insights into language change, cultural continuity, and the intellectual heritage of civilizations. In an age marked by linguistic homogenization and cultural commodification, the tools and perspectives of philology are more necessary than ever. To reclaim its relevance, the discipline must not only reassess its methodologies but also embrace new pedagogical strategies, technological innovations, and interdisciplinary collaborations.
Philology, as a discipline concerned with the critical study of texts and languages in their historical development, has undergone significant transformations. Once central to intellectual life, philology now contends with marginalization in an era dominated by STEM priorities and utilitarian educational policies. The traditional focus on classical languages and ancient texts has been replaced or de-emphasized in favor of fields deemed more “market-relevant.”
The rise of digital technologies and global communication has also reshaped textuality itself. Texts are now multimodal, hyperlinked, and collaborative, challenging philologists to expand their analytical frameworks. This evolving textual ecology requires a methodological shift from static, print-centered approaches to dynamic, interdisciplinary strategies that include digital humanities, corpus linguistics, and media studies. Failure to adapt risks rendering philology obsolete in the eyes of students and policymakers alike.
Furthermore, the disciplinary fragmentation of linguistics, literary studies, cultural studies, and philosophy has weakened philology’s integrative identity. Each sub-discipline has developed its own methods, terminology, and institutional structures, often at the expense of holistic inquiry. Reintegrating these domains under a renewed philological paradigm is essential for restoring the coherence and vitality of the field.
Many philology curricula still rely on traditional syllabi that emphasize memorization, grammar translation methods, and the study of canonical texts without fostering critical engagement. This approach fails to resonate with contemporary learners, who often seek relevance, creativity, and interdisciplinarity in their education. The lack of incorporation of current global issues—such as multilingualism, language endangerment, postcolonial theory, and digital literacy—further distances students from the discipline. Moreover, the teaching of philology is often disconnected from contemporary linguistic realities, such as language contact, sociolects, and the evolution of internet language. Without contextual grounding in real-world linguistic phenomena, philological studies risk appearing antiquated and detached from lived experience.
The waning institutional support for classical languages (e.g., Latin, Ancient Greek, Sanskrit, Old Turkic) poses a grave threat to philological research. These languages are not merely vehicles of historical knowledge but are also essential for understanding foundational texts of civilizations. Simultaneously, many indigenous and minority languages—rich in oral and literary traditions—are underrepresented in philological study due to linguistic prejudice, limited resources, or geopolitical marginalization.
Neglecting these languages not only undermines cultural diversity but also diminishes the epistemological breadth of the discipline. The revitalization of endangered and marginalized languages must become a core concern of modern philological inquiry and teaching.
Another critical issue lies in the insufficient professional development of philology educators. Many instructors lack access to contemporary teaching methodologies, technological tools, and interdisciplinary frameworks. As a result, teaching often remains didactic and monologic, leaving little room for interactive or student-centered learning. Moreover, institutional frameworks frequently deprioritize philological programs in budget allocations, research funding, and hiring decisions. This structural neglect discourages young scholars from entering the field and limits opportunities for curricular innovation. Reversing this trend requires a strategic revaluation of the humanities within university governance and educational policy.
While the digital humanities have made notable progress, philology as a whole has been slow to adopt digital tools. Resources such as digitized corpora, text-mining software, annotation platforms, and digital archives offer unprecedented opportunities for analysis and pedagogy. Yet, these remain underutilized in most philological programs.
Incorporating these tools not only enhances the analytical capabilities of students and researchers but also opens new avenues for collaboration and public engagement. A digitally literate philologist is better equipped to navigate and interpret the complex textual landscapes of both the past and the present.
To align with contemporary academic and social contexts, philology curricula must be restructured to include modern literary and linguistic theories, cross-cultural textual studies, and thematic modules focused on topics such as identity, power, gender, and translation. Comparative studies across languages and cultures should be emphasized to promote intercultural literacy and global awareness.
Additionally, integrating modern languages and vernaculars into philological research can bridge the gap between classical and contemporary linguistic inquiry, thereby expanding the discipline’s relevance and reach.
Philology must reclaim its role as a hub of interdisciplinary exchange. Collaboration with fields such as anthropology, sociology, history, political science, and information technology can enrich philological analysis and broaden its impact. Joint programs and research projects that blend textual scholarship with empirical methods and digital tools can foster innovation while preserving core philological principles.
A reformed philological pedagogy should prioritize active learning strategies—such as close reading workshops, textual reconstructions, translation laboratories, and dialogic seminars. Students should be trained not only to interpret texts but also to question the epistemological assumptions underlying those texts and their own interpretive processes.
This reflexive approach cultivates intellectual autonomy, ethical sensitivity, and historical consciousness—qualities that are vital in both academia and civil society.
Adopting digital platforms such as TEI (Text Encoding Initiative), Voyant Tools, and online manuscript repositories can revolutionize how philological data is accessed and analyzed. Teaching students how to use such tools fosters digital literacy and provides them with practical skills applicable in diverse career paths.
Universities and research centers should invest in infrastructure, training, and open-access initiatives to democratize access to philological resources and enhance the visibility of the discipline globally.
Philology, though often perceived as a relic of classical scholarship, continues to hold immense relevance in understanding the linguistic, cultural, and intellectual trajectories of human societies. Its interdisciplinary nature allows for deep engagement with texts—not merely as linguistic artifacts, but as repositories of worldview, identity, and historical memory. As such, philology is not a discipline bound to the past; rather, it offers tools for critical reflection that are vital to navigating the complexities of the present and the uncertainties of the future.
Nevertheless, the contemporary academic and educational landscape poses significant threats to the sustainability of philological inquiry. Institutional neglect, the dominance of market-driven educational models, and the waning popularity of humanities subjects have led to declining enrollments, reduced research funding, and curricular marginalization. Compounded by inadequate pedagogical innovation and technological lag, these factors have created a crisis of identity and purpose within the discipline.
However, these challenges should not be viewed as terminal, but rather as catalysts for reform. This paper has argued that philology can—and must—adapt to contemporary realities through a multifaceted strategy. Key among these are the modernization of curricula to reflect current linguistic and cultural concerns, the incorporation of digital tools to enhance research and pedagogy, and the promotion of interdisciplinary collaboration to bridge gaps between traditional and emerging fields of knowledge.
Moreover, re-centering philology in educational policy discussions is essential. Institutions must recognize that philological education fosters not only linguistic and textual competence, but also critical thinking, ethical reasoning, and cultural literacy—skills that are indispensable in today’s interconnected and rapidly evolving world. Investments in faculty development, student engagement initiatives, and public humanities projects can help revitalize the discipline and reaffirm its societal value.
In conclusion, the future of philology depends on our collective willingness to reimagine its role within modern academia and beyond. By embracing innovation while remaining faithful to its intellectual foundations, philology can once again serve as a bridge between disciplines, cultures, and generations—ensuring its enduring relevance in both scholarship and education.
References
1. Pollock, S. (2009). Future Philology? The Fate of a Soft Science in a Hard World. Critical Inquiry, 35(4), 931–961.
2. Turner, J. (2014). Philology: The Forgotten Origins of the Modern Humanities. Princeton University Press.
3. Byram, M. (2013). Language teaching and intercultural competence. Multilingual Matters.
4. Hafner, C. A. (2017). Reimagining language pedagogy in the digital age. Language Learning & Technology, 21(1), 1–15.
5. McCarty, W. (2011). Digital Humanities and the Future of Philology. Literary and Linguistic Computing, 26(4), 409–424.
Language Alternation in Higher Education: Examining the Effects of Code-Switching on English Proficiency Among Uzbek Bilingual Learners
Abstract This study explores how code-switching between Uzbek and English influences English language development among bilingual university students in Uzbekistan. With the growing role of English in academic environments, bilingual learners frequently alternate between the two languages to navigate classroom communication and learning tasks. Employing a mixed-method approach—combining surveys, proficiency assessments, and qualitative interviews—this research reveals a complex relationship between code-switching and language proficiency. While code-switching appears to support comprehension and social engagement in the classroom, excessive reliance on the first language may inhibit advanced development in speaking and writing. The study suggests a need for balanced bilingual education strategies that recognize the pedagogical value of code-switching while fostering sustained use of the target language.
1. Introduction
As the world becomes more interconnected, the prevalence of bilingual and multilingual individuals continues to rise, particularly in academic contexts where students are often required to study in a language other than their mother tongue. In Uzbekistan, English is increasingly prioritized in higher education, creating a linguistic environment where many students regularly shift between their native language, Uzbek, and English. This phenomenon, commonly referred to as code-switching, has become a characteristic feature of student discourse both inside and outside the classroom.
Code-switching refers to the practice of alternating between two or more languages during a single interaction or conversation. Linguists have long debated whether this practice facilitates or obstructs the acquisition of a second language. On one hand, it can function as a cognitive support mechanism, allowing students to express ideas more fully, clarify confusion, and participate actively in discussion. On the other hand, if overused, it may reduce meaningful exposure to the target language, limit vocabulary acquisition, and undermine learners’ confidence in using English independently. Despite the growing body of research on bilingual education, relatively little is known about how habitual code-switching affects English language development among Uzbek learners in academic settings. Given the shift toward English-medium instruction in universities, understanding how language alternation influences students’ proficiency is both timely and necessary.
Research Objectives This study seeks to:
1. Investigate the frequency and contexts in which code-switching occurs among bilingual university students.
2. Analyze the relationship between the frequency of code-switching and levels of English language proficiency.
3. Explore students’ personal attitudes and experiences regarding code-switching as part of their language learning process.
Relevance This research is significant for educators, curriculum developers, and language policymakers in bilingual or multilingual contexts. It provides insights into how bilingual learners navigate their linguistic environments and offers recommendations on how to effectively integrate code-switching into English language instruction.
2. Methodology
The participants in this study consisted of 60 second-year students majoring in English Philology at a prominent university in Tashkent. All students identified as bilingual in Uzbek and English, and they had studied English for a minimum of five years prior to university.
A mixed-methods approach was adopted to allow for both quantitative analysis and in-depth qualitative exploration. The following instruments were used:
Questionnaire: A structured survey containing 20 items focused on code-switching habits, contexts of use (academic vs. informal), and perceived impact on learning.
English Language Proficiency Test: Based on CEFR benchmarks, this test measured reading, listening, writing, and speaking skills objectively.
Semi-structured Interviews: Conducted with 10 participants to gather qualitative data on personal experiences with code-switching, including challenges and benefits.
The questionnaire and language test were administered during class hours, with the support of instructors. Interviews were conducted in a quiet setting, recorded (with permission), and transcribed for thematic analysis. The data collection process spanned a total of four weeks. Quantitative data from the questionnaires and tests were analyzed using descriptive statistics and correlation analysis. Qualitative data from interviews were examined using thematic coding to identify recurring patterns and sentiments regarding the use of code-switching in educational settings.
3. Results
The survey results demonstrated that: A large majority (approximately 85%) of students code-switched daily during classes, particularly in group discussions and peer interactions.
Students were more likely to revert to Uzbek when confronted with unfamiliar vocabulary or when discussing culturally complex or emotionally charged topics.
Around 60% of respondents indicated that they often began responses in English but reverted to Uzbek for clarity or ease.
Proficiency Outcomes
When English test scores were compared, the following differences emerged: Frequent code-switchers showed higher comprehension scores (listening and reading), suggesting that code-switching may aid in understanding input. However, the same group demonstrated lower performance in speaking and writing, implying a lack of consistent practice in producing English output without reverting to Uzbek.
Qualitative analysis revealed three major themes: 1. Cognitive Support: Students often used code-switching to overcome vocabulary gaps or to clarify their thoughts before expressing them in English. 2. Psychological Comfort: Switching to Uzbek helped reduce anxiety in oral communication, especially during presentations or debates. 3. Awareness of Dependency: Some students expressed concern that code-switching had become a habit that hindered their ability to think and respond entirely in English, especially in academic writing.
4. Discussion The findings from this study reinforce the idea that code-switching is both a resource and a risk in bilingual language development. It serves as a scaffolding tool that enables learners to remain engaged in the learning process when they lack full command of the target language. For many students, it fosters participation, lowers affective filters (e.g., fear or embarrassment), and promotes comprehension of complex academic material.
However, frequent switching may also become a crutch, reducing the necessity for learners to push themselves into productive language use. When students default to their native language too often, they may miss opportunities to internalize grammatical structures, expand their lexicon, and develop fluency in academic discourse.
Implications for Language Instruction
Language instructors should neither discourage code-switching entirely nor allow it to dominate classroom interactions. Instead, they should:
Use code-switching strategically—for example, to explain grammar rules, give instructions, or translate unfamiliar vocabulary.
Create target-language immersion zones to encourage output without interference.
Provide feedback that helps learners become more metalinguistically aware of when and why they code-switch. This study was limited to a single university context and relied on self-reported data. Future research could employ longitudinal methods to track changes in proficiency over time and examine how different instructional approaches affect code-switching behavior. It may also be useful to study multilingual students who speak Russian, Uzbek, and English, to compare code-switching across more than two languages. 5. Conclusion In sum, code-switching is a nuanced and context-sensitive practice that reflects both the challenges and strengths of bilingual learners. Among Uzbek university students, it is an effective mechanism for managing comprehension and classroom interaction. However, it must be monitored to ensure it does not interfere with the acquisition of productive language skills. By understanding the dual nature of code-switching, educators can better support learners in becoming proficient, confident users of English in both academic and professional contexts.
REFERENCES:
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5. Sert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal, 11(8).
6. Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423.
7. Auer, P. (1998). Code-Switching in Conversation: Language, Interaction and Identity. Routledge.
8. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
9. Canagarajah, S. (1995). Functions of code switching in ESL classrooms: Socializing bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, 16(3), 173–195.
10. Levine, G. S. (2011). Code Choice in the Language Classroom. Multilingual Matters.
