Social/interactional functions of code switching among Dominican Americans

Linguistic assumptions of an individual speaker-hearer are subtly reflected in analyses code switching that assign switches to “conversational strategies,” categories treated as if they existed prior to, and independent of, actual interactions. While such provide convenient rubrics for many common significant social functions switching, fail capture the interactionally emergent switches. In this article I highlight locally among Dominican American high school students by examining several transcripts intra-group, peer interaction from a conversation analytic perspective. Many better explained terms sequential, conversational management activities achieved interlocutors than pre-defined