English vietnamese code switching and codemixing language ideologies and identity construction of university students

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF LAW

GRADUATION THESIS
B.A. DEGREE IN ENGLISH
Major: Legal English

ENGLISH-VIETNAMESE CODE-SWITCHING AND CODEMIXING: LANGUAGE IDEOLOGIES AND IDENTITY
CONSTRUCTION OF UNIVERSITY STUDENTS

Supervisor: LE NGUYEN THAO THY, MA
Student:

NGUYEN AN KHANH

Student ID: 195 220 201 0020
Class:

112 – LE44A

Ho Chi Minh City, 2023


STATEMENT OF AUTHORSHIP
I certify that this thesis entitled “English-Vietnamese code-switching and
code-mixing: Language ideologies and identity construction of university students”
is my own work.
Except where reference is made in the text of the thesis, this thesis does not
contain material published elsewhere or extracted in whole or in part from a thesis by
which I have qualified for or been awarded another degree or diploma.
No other person’s work has been used without due acknowledgement in the

main text of the thesis.
This thesis has not been submitted for the award of any degree or diploma in
any other tertiary institution.

Ho Chi Minh City, 20th April, 2023
Nguyen An Khanh

i


ACKNOWLEDGEMENT
Being one of the students who is able to finish the graduation thesis is a
wonderful honor for me since I have always wished to conduct a comprehensive
investigation on a subject that interests me. The road toward finishing the graduation
thesis is valuable. That is absolutely not a pleasurable and pleasant time for me to
accomplish this paper. I must thus use the entire first page to express my gratitude to
my dearest people.
I would like to express my sincere gratitude to my thesis advisor, Le Nguyen
Thao Thy, for her unwavering support, invaluable guidance, and insightful feedback
throughout the research process. Her dedication, expertise, and encouragement have
been instrumental in shaping my ideas and helping me to achieve my goals.
I want to convey my sincere gratitude to my family for their constant support
and encouragement. To grandma, dad and my stubborn little sister, your love and
understanding have been my pillars of strength, and I could not have completed this
work without your help. Thank you for offering me words of encouragement when I
felt stuck or frustrated, and for simply being there for me whenever I needed it in spite
of my short temper and unstable mental condition. To mom, even though you're far
away, I am grateful for everything you have done for me. Thank you for being my
rock and for always believing in me.
I want to give a shoutout to my squad, my ride-or-dies, my partners in crime

who helped me survive the thesis writing process. You guys were my constant source
of motivation, from sending me memes to keep me laughing, to making sure I didn't
pull my hair out in frustration. Thanks for being my research assistants, and
cheerleaders all rolled into one. And for those late-night brainstorming sessions, pizza
runs, and caffeine-fueled study sessions that kept us all going. I couldn't have done it
without you guys: nhim, dung, bon, the “ai cuoi truoc” team and more friends I can’t
name here.
I want to give a huge shoutout to Seventeen and their music for being my
source of inspiration during the thesis writing process. Your songs helped me through
those late-night study sessions and provided a much-needed break when I needed to
clear my mind. Your message of self-love, hard work, and perseverance inspired me to
push through the difficulties and never give up on my dreams.

ii


LIST OF ABBREVIATION
ACCA

Association of Chartered Certified Accountants

CAT

Communication Accomodation Theory

CFA

Chartered Financial Analyst

ELL

English Language Learners

ESL

English as a Second Language

F

Female

FIFO

First-in, first-out

LIFO

Last-in, first-out

M

Male

SLA

Second Language Acquisition

VNUHCM

Vietnam National University of Ho Chi Minh City

iii


LIST OF TABLES
Table 1. The participants ..........................................................................................20

iv


TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP .................................................................................. i
ACKNOWLEDGEMENT ............................................................................................... ii
LIST OF ABBREVIATION ...........................................................................................iii
LIST OF TABLES .......................................................................................................... iv
TABLE OF CONTENTS ................................................................................................. v
ABSTRACT ................................................................................................................... vii
CHAPTER ONE: INTRODUCTION .......................................................................... 1
1.1 Rationale of the Study .............................................................................................1
1.2 Objectives ................................................................................................................3
1.3 Research questions .................................................................................................. 3
1.4 Scope of the Study .................................................................................................. 4
1.5 Significance of the Study ........................................................................................ 4
1.6 Structure of the thesis ..............................................................................................4
CHAPTER TWO: LITERATURE REVIEW .............................................................6
2.1

Code-mixing and code-switching ........................................................................6

2.2

Language ideology ...............................................................................................8

2.3

Language identity ...............................................................................................10

2.4

Communication accommodation theory ........................................................... 12

2.5 Communication accommodation theory, language ideology, and language
identity ......................................................................................................................... 13
2.6

Research gap ...................................................................................................... 14

CHAPTER THREE: METHODOLOGY ................................................................. 16
3.1

Research design ................................................................................................. 16

3.2

Participants ......................................................................................................... 18
3.2.1 Ngan, D. .................................................................................................... 19
3.2.2 Hung, Tr. ...................................................................................................19
3.2.3 Dung, B. .................................................................................................... 19
3.2.4 Bao, L. .......................................................................................................20

3.2.5 Ngo, Ng. ....................................................................................................20

3.3

Research instruments ......................................................................................... 21
3.3.1 Narrative frame ......................................................................................... 21
3.3.2 Interviews ..................................................................................................22

3.4

Data collection procedures .................................................................................23

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3.5

Thematic Analysis ..............................................................................................23

CHAPTER FOUR: RESULTS ................................................................................... 25
4.1 Frame and interview report ...................................................................................25
4.1.1 Participant: Ngan, D. ................................................................................ 25
4.4.2 Participant: Hung, Tr. ............................................................................... 29
4.1.3 Participant: Dung, B. ................................................................................ 32
4.1.4 Participant: Bao, L. ................................................................................... 36
4.1.5 Participant: Ngo, Ng. ................................................................................ 38
4.2 Findings ................................................................................................................. 42
4.2.1 Commonalities among Participants ..........................................................43
4.2.2 Language ideologies ................................................................................. 44
4.2.3 Identity Construction ............................................................................... 46

CHAPTER FIVE: DISCUSSION ...............................................................................49
5.1 Language ideologies ..............................................................................................49
5.2 Identity Construction .............................................................................................51
5.3 The Communication Accommodation Theory .....................................................52
CHAPTER SIX: CONCLUSION ...............................................................................55
6.1 Research questions revisited ................................................................................. 55
6.2 Implications ........................................................................................................... 56
6.2.1 Theoretical Implications ........................................................................... 56
6.2.2 Implications for teaching English .............................................................57
6.3 Limitations of the study and recommendations for future research .....................59
REFERENCES ............................................................................................................. 62
APPENDIX A .................................................................................................................. i
APPENDIX B .................................................................................................................iv

vi


ABSTRACT
This qualitative research explores the phenomenon of English-Vietnamese
code-switching and code-mixing among university students, focusing on language
ideologies and identity construction. The study investigates how Vietnamese-English
bilingual university students navigate different language ideologies and examines how
they construct their identities through code-switching and code-mixing between
English and Vietnamese. Employing inquiry, data were collected using narrative frame
and interviews. The findings highlight the complex interplay between language
ideologies, identity construction, and bilingual language practices. The study provides
insights into the functions, motivations, and cultural implications of code-switching
and code-mixing among university students, and aligns with the perspectives of
Norton and Toohey (2011), De Costa (2011), Warriner (2015), Mirhosseini (2017),
Park (2021), Lai, Gao, and Wang (2015), Braun and Clarke (2019), Gu, Kou, and Guo

(2019), and Park (2017). The study contributes to the existing literature on language
ideologies,

identity

construction,

and

code-switching

and

code-mixing

by

incorporating diverse theoretical frameworks, methodologies, and the Communication
Accommodation Theory (CAT) perspective. Recommendations for future research
include comparative studies, mixed-methods approaches, investigation of sociocultural
perspectives, and examination of code-switching and code-mixing in contexts of
technology-mediated communication. By addressing these recommendations, future
research can contribute to a deeper understanding of code-switching and code-mixing
phenomena in bilingual contexts.

vii


CHAPTER ONE: INTRODUCTION
This chapter provides an overview of the topic, highlighting the significance of

studying code-mixing and code-switching, identity, and language ideologies in
Vietnam. It discusses the research questions, aims, and significance of the study and
provides a brief overview of the research methodology and organization of the
subsequent chapters. Through this introduction, readers will gain an understanding of
the importance of investigating code-mixing and code-switching, identity, and
language ideologies in the Vietnamese context and the relevance of this research to the
broader field of sociolinguistics. This chapter sets the stage for the subsequent chapters
and provides a context for the exploration of these phenomena in Vietnam.
1.1 Rationale of the Study
Code-mixing and code-switching, identity, and language ideologies are
complex linguistic and sociocultural phenomena that have been widely studied in
various sociolinguistic contexts around the world. In Vietnam, a country with a rich
linguistic landscape characterized by multilingualism and language contact, these
phenomena have been gaining attention in recent years (Tran, 2014; Le, 2018).
Language plays a significant role in the formation of self and identity,
particularly for bilingual speakers. According to Romaine (1995), language use and
choice can reflect an individual's identity and social status. Additionally, codeswitching and code-mixing have been found to be related to language identity and
have a significant impact on the formation of identity among bilingual speakers (Clyne,
2003). As such, exploring the use of English-Vietnamese code-switching and codemixing among university students can provide insights into the role of language in
shaping identity construction.
Language ideology refers to the attitudes, beliefs, and values that speakers hold
about language and its use, which influence their language practices and behaviors.
Several studies have examined the role of language in the formation of language
ideologies, including the use of code-switching and code-mixing among university
students. Hall and Nilep (2013) explore how code-switching, the alternation between
two or more languages, can be used by multilingual speakers as a resource to signal
their identity, affiliations, and ideological stance, and how this use of language can be
1

shaped by the forces of globalization. The chapter by Hall and Nilep (2013) discusses
various theoretical perspectives and research methods used to investigate the
relationship between code-switching, identity, and globalization. It also presents
examples of code-switching practices among university students in different
sociolinguistic contexts, including study abroad programs. One study by Gu, Kou, and
Guo (2018) on Chinese language teachers’ language ideologies in teaching South
Asian students in Hong Kong found that teachers’ beliefs about language proficiency
and standards influenced their teaching practices and evaluation of students' language
abilities. This shows that language ideologies can have a significant impact on
language learning and teaching. Another study by Park (2017) on language ideologies,
heritage language use, and identity construction found that language ideologies
influenced the construction of social identities among bilingual speakers. The study
showed that heritage language use was related to the formation of identity and the
maintenance of cultural heritage, indicating that language ideologies play an important
role in shaping identity and cultural practices.
According to Norton and Toohey (2011), code-switching can serve as a means
for language learners to construct and display their identity. It reflects the learners'
social identity, power relations, and language proficiency. Norton and Toohey also
argue that language learning and identity construction are influenced by social and
historical factors in addition to individual beliefs. The study of language ideology and
its role in language learning and identity construction is an important area of research
with implications for teaching and learning, as also argued by Hall and Nilep (2013).
There is complexity in language ideologies and their relationship with language
use and identity formation. Understanding this can provide insights into how language
use shapes language ideologies and identity construction. Studies have been conducted
to explore how learners’ identities are formed and developed (Norton, 2000; Pavlenko,
2001; Higgins, 2019), the way language ideologies are constructed (Heller, 2011;
Bucholtz & Hall, 2018), the relationship between language ideologies and identities
(Bucholtz & Hall, 2004), and how code-switching and code-mixing relate to language
ideologies and identities (Heller, 2011). Nevertheless, research on the way codemixing and code-switching construct and develop learners’ identities and language

ideologies among tertiary-level students in Vietnam is still limited. For example, Pham
(2020) examines the ways in which Vietnamese-English bilinguals use code-switching
2


to negotiate their identities in different contexts, such as at home, at work, and with
friends. Nguyen (2018) looks at the language practices and ideologies of young people
in Hanoi, exploring how they use code-switching to construct their identities and
negotiate their social relationships. Nguyen and Le (2020) explore the code-switching
practices of Vietnamese-English bilinguals living in Vietnam and how these practices
contribute to the construction of their identities in different contexts.
Numerous studies have shown that language plays a crucial role in the
formation of identity, particularly for bilingual speakers (Romaine, 1995; Clyne, 2003;
Park, 2017). Researchers have noted that language use, including code-switching and
code-mixing, can have a significant impact on how individuals perceive themselves
and how they are perceived by others (Hall & Nilep, 2013; Gardner-Chloros, 2009).
Language plays a significant role in the formation of identity, particularly for bilingual
speakers, and exploring the use of English-Vietnamese code-switching and codemixing among university students can provide insights into the role of language in
shaping identity construction. Language ideologies are also important to examine in
this context, as they can have a significant impact on language learning, teaching, and
identity construction. This study fills this gap by examining the language use and
identity construction of bilingual university students in Vietnam.
1.2 Objectives
This study was carried out focusing on language ideologies and the identity of
language users through code-switching and code-mixing practices. Particularly, the
research was to explore the language ideologies that some Vietnamese-English
bilingual students hold and how language learners' identities are constructed.
1.3 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?

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1.4 Scope of the Study
This thesis will concentrate on two primary categories of bilingual speakers
who are fluent in both English and Vietnamese, are Vietnamese university students,
and incorporate both languages into their everyday lives and academic pursuits, amidst
the wide-ranging research available on the subject.
1.5 Significance of the Study
The significance of this thesis lies in its exploration of the connection between
language usage and the development of identity in bilingual individuals, with a
specific focus on university students. Utilizing code-switching and code-mapping
sheds light on how bilingual speakers negotiate various linguistic ideologies and create
their own linguistic frameworks.
This study benefits various stakeholders, such as language educators,
policymakers, and researchers. Language educators can use the findings to develop
more effective language teaching strategies that acknowledge the complex relationship
between language and identity. Policymakers can use the study to inform language
policies that support multilingualism and the preservation of linguistic diversity.
Researchers can use the study to contribute to the existing literature on language use,
identity construction, 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.
1.6 Structure of the thesis

The study on “English-Vietnamese code-switching and code-mixing: Language
ideologies and identity construction of university students” is presented in six chapters.
The first chapter, Introduction, provides a general background of the study, including
the rationale, objectives, research questions, scope of the study, significance of the
study, and structure of the research paper. Chapter two, Literature Review, reviews
previous relevant studies and introduces the conceptual framework for this study.
Chapter three, Methodology, discusses the study's methodology, including the design,
context, and research instruments. Chapter four, Results, presents the most important
part of the study by answering the research questions through the findings obtained
4


throughout the research process. Chapter five, Discussion, summarizes the work
carried out during the research and proposes viable suggestions for further research to
improve the limitations encountered in conducting this study. Finally, in Chapter 6,
Conclusion, the research's findings are concluded, and the recommendation addresses
the goals of the teaching and learning process.

5


CHAPTER TWO: LITERATURE REVIEW
This literature review explores the language ideologies and identity
constructions related to the topic. The review will begin with an overview of codeswitching and code-mixing as cultural and linguistic trends, examining their functions
and contexts in various linguistic communities. It will then move on to explore the
theoretical frameworks of language ideologies and identity construction, analyzing
how these concepts apply to English-Vietnamese code-switching and code-mixing
practices. The review will also examine the impact of language policy on language
ideologies and identity construction, particularly in relation to the use of English and
Vietnamese.

2.1 Code-mixing and code-switching
Code-mixing and code-switching are linguistic phenomena that refer to the
practice

of

using

two

or

more

languages

or

language

varieties

in

communication. Code-mixing refers to the practice of incorporating words or phrases
from one language into another within a single sentence or discourse, while codeswitching refers to the act of changing between two or more languages during a
conversation or communication (Myers-Scotton, 2006). It involves incorporating
words, phrases, or grammatical elements from one language into another, while codeswitching refers to shifting between two or more languages during a conversation or
discourse (Gardner-Chloros, 2009). These phenomena are common in multilingual
contexts, where individuals are proficient in multiple languages and may use them

interchangeably in their speech or writing. Code-mixing and code-switching can take
various forms, ranging from borrowing individual words or phrases from one language
to the next to using mixed grammatical structures or even switching between
languages at the sentence or discourse level (Auer, 1998; Myers-Scotton, 2006). These
practices can serve different communicative functions, such as expressing social
identity, signaling group membership, facilitating communication in specific contexts,
or conveying a sense of belonging to a particular community (Wei, 2014). For
example, in bilingual communities, individuals may code-mix or code-switch as a way
to express their hybrid cultural and linguistic identity or to negotiate their social
relationships with different language groups. Code-mixing and code-switching can
6


occur in informal or formal settings, such as everyday conversations, informal writing,
formal speeches, or media discourse (Gardner-Chloros, 2009). They are influenced by
various factors, including the proficiency level and language repertoire of the speakers,
the sociolinguistic context, the social dynamics of the speech community, and attitudes
toward different languages or language varieties (Auer, 1998; Myers-Scotton, 2006).
Code-mixing and code-switching are common linguistic practices among
bilingual Asians, who may be proficient in multiple languages and use them
interchangeably in their communication. For example, in Singapore, a multilingual
society where English, Mandarin, Malay, and Tamil are widely spoken, code-mixing
and code-switching are prevalent in everyday conversations among bilingual speakers
(Gupta, 2005). Bilingual Asians may code-mix or code-switch as a way to navigate
between different languages and cultural contexts and to express their hybrid linguistic
and cultural identity. Research has shown that code-mixing and code-switching among
bilingual Asians can serve various functions. They may use code-mixing or codeswitching to signal group membership or to express solidarity with a particular
language community (Gumperz, 1982). They may also code-mix or code-switch to
convey emotions, emphasize certain points, or clarify meanings (Gupta, 2005).
Additionally, Li (2014) states that code-mixing and code-switching can be used

strategically to negotiate social relationships, such as by expressing politeness, power
dynamics, or formality levels. The forms and patterns of code-mixing and codeswitching among bilingual Asians are influenced by factors such as language
proficiency, language attitudes, social context, and language policy. For instance, in
contexts where certain languages or language varieties are associated with higher
prestige or power, speakers may code-mix or code-switch to strategically position
themselves in social hierarchies (Li, 2014). On the other hand, in informal settings,
code-mixing and code-switching may be used for pragmatic purposes, such as
accommodating interlocutors or expressing social identity (Gupta, 2005).
Code-mixing and code-switching are common linguistic phenomena that occur
in bilingual communities, including Vietnamese-speaking communities. In the case of
bilingual Vietnamese speakers, code-mixing and code-switching can occur when they
use Vietnamese and another language, such as English, in their daily interactions.
Research has shown that code-mixing and code-switching among bilingual
Vietnamese speakers can serve various communicative functions. For example,
7


Vietnamese speakers may code-mix or code-switch to express concepts or ideas that
are more easily conveyed in one language over the other, to convey emotional nuances,
to signal group membership or solidarity, or to establish social distance or politeness
(Vuong & Kwon, 2012; Tran, 2016). Code-mixing and code-switching can be seen as
dynamic language practices that reflect the complexity and flexibility of bilingual
speakers' language repertoires and their ability to navigate between languages based on
social, cultural, and situational contexts. Code-mixing and code-switching among
bilingual Vietnamese speakers can also be influenced by factors such as language
proficiency, language dominance, and language attitudes. For instance, bilingual
Vietnamese speakers who are more proficient or dominant in one language may codemix or code-switch more frequently in that language (Tran, 2016).
Additionally, language attitudes, such as the perceived prestige or utility of a
language, can also impact code-mixing and code-switching patterns among bilingual
Vietnamese speakers. They may code-mix or code-switch to English, a language

associated with globalization and modernity, as a way to signal their social status or
identity (Tran, 2016). Code-mixing and code-switching among bilingual Vietnamese
speakers can have implications for language education and policy. Some researchers
argue that code-mixing and code-switching should be acknowledged and valued in
language education as they reflect bilingual speakers' linguistic creativity, flexibility,
and social skills (Nguyen, 2015). In language policy, it is important to recognize the
complex language practices of bilingual Vietnamese speakers and avoid stigmatizing
or discouraging code-mixing and code-switching, which are natural and functional
aspects of bilingual communication (Vuong & Kwon, 2012). Promoting a positive
attitude towards bilingualism and multilingualism can foster inclusive language
policies that respect and support the language practices of bilingual Vietnamese
speakers and other bilingual communities.
2.2 Language ideology
Language ideology refers to the beliefs, attitudes, and values that shape people's
views about language and its role in society. It encompasses the socially constructed
meanings associated with language and how language use is influenced by social,
cultural, political, and historical factors (Norton & Toohey, 2011; De Costa, 2011).
Language ideology can impact language learning, language use, and language policies,
8


and it plays a significant role in shaping individuals' language practices and identities
(Norton, 2000; Warriner, 2015). According to Norton and Toohey (2011), language
ideology is closely linked to identity formation. Different languages or linguistic
variations are frequently associated with certain identities, and these identities are
molded by society and cultural conventions. For instance, in some places, speaking
English well can lead to increased social standing or job prospects, but speaking a
minority or family tongue well might lead to stigmatization or devaluation. Linguistic
ideologies may also affect how people view their language skills, which can result in
mixed emotions regarding language usage and identities such as pride, guilt, or

ambivalence (Norton & Toohey, 2011; Park, 2017). Language ideology can also be
seen in language policies and practices. Governments, educational institutions, and
other social institutions often promote certain languages or language varieties over
others, which can reflect the dominant ideologies and power relations in society
(Clyne, 2003; Gardner-Chloros, 2009). In some countries, there may be official
language policies that promote the use of a particular language or discourage the use
of minority languages. Such language policies can impact individuals' language
choices, access to education, employment opportunities, and social integration
(Warriner, 2015; Mirhosseini, 2017). Language ideology is also evident in language
teaching and learning contexts. Teachers' beliefs and attitudes about language
influence their instructional practices, curriculum choices, and assessment methods
(Norton, 2000; De Costa, 2011). Language teachers may have language ideologies
prioritizing native-like pronunciation or standard grammar, which can influence their
instructional goals and practices. Learners, on the other hand, may also have language
ideologies that shape their beliefs about language learning, such as the importance of
accent reduction or the need to sound like native speakers (De Costa, 2011; Park,
2021).
Additionally, language ideology can be seen in everyday language use,
particularly in multilingual communities or contexts where speakers switch between
different languages or language varieties (Appel and Muysken, 2006). Language
choice and code-switching practices can be influenced by language ideologies related
to identity, politeness, or social norms (Li, 2006; Gu, Kou, and Guo, 2018). For
example, speakers may code-switch to express their identity or belonging to a
particular social group, or they may code-switch to adapt their language use to
9


different social contexts or interlocutors (De Fina, 1996; Camilleri, 1996).
Recognizing the role of language ideology is important in understanding the complex
dynamics of language use and its impact on individuals and societies.

Studies have been done especially on Asians who choose English as a second
language. English as a Second Language (ESL) learners from China's ideas are
examined in the study by Costa (2011) study on utilizing language ideology and
positioning to expand the landscape of SLA learners' beliefs. The study emphasizes
how crucial it is to take into account learners' cultural and ideological origins to
comprehend their attitudes toward language acquisition. Park's (2021) research
examines how language ideologies affect how Korean immigrants in New Zealand use
their heritage languages and form their identities. The study emphasizes the intricate
interactions between linguistic ideologies, maintaining heritage languages, and
constructing identities. Lai, Gao, and Wang's (2015) article explore how bicultural
orientation affects Chinese language learning among South Asian ethnic minority
students in Hong Kong. The study clarifies the part language ideology and cultural
identities play in minority students' language acquisition.
2.3 Language identity
Language identity refers to the multifaceted ways in which individuals perceive,
construct, and express their sense of self about their language use and linguistic
repertoire (Norton, 2013; Pavlenko, 2018). It encompasses the social, cultural, and
personal dimensions of language, shaping how individuals view themselves and their
place in society. Language identity is not fixed, but rather dynamic and contextdependent, as it is constructed through individuals' interactions with others and their
experiences in different social and cultural contexts (Pavlenko, 2018). Language
identity is closely intertwined with social identity, as language serves as an important
marker of group membership and cultural affiliation. Individuals may develop
different language identities in different contexts, such as family, friends, school, work,
or online communities, based on the social expectations, language norms, and cultural
practices of those contexts (Norton, 2013). Language use can signal an individual's
belonging to a particular social, cultural, or ethnic group, and can be a source of pride,
solidarity, or resistance (Pavlenko, 2018). Language identity has significant
implications for language learning, teaching, and policy. In language learning,
10

individuals' language identity and investment in a language can impact their
motivation, engagement, and success in language learning (Dörnyei & Ushioda, 2013).
For example, individuals who have a strong connection to a language and its
associated identity may be more motivated to learn and use that language. In language
teaching, recognizing and validating students' language identities can create inclusive
and empowering language learning environments that foster positive language
attitudes and engagement (Creese & Blackledge, 2010). Language policy-makers and
planners should also consider the complex relationship between language and identity
in language policies. Individuals' language choices and practices are often closely tied
to their language identities, and language policies that acknowledge and respect
individuals' language 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, including Vietnam, has shed light on
how individuals negotiate and construct their language identities in various contexts.
For instance, studies have explored the code-mixing and code-switching practices of
bilingual Vietnamese speakers, revealing how language choice and language use are
influenced by factors such as proficiency, social context, and identity negotiation
(Tran, 2013). Code-mixing and code-switching are common phenomena in bilingual
communities, where individuals draw on different languages for different purposes,
such as expressing emotions, establishing group solidarity, or signaling social status
(Li, 2018). Furthermore, studies have highlighted the impact of language policy on
language identity in Asia. For instance, in Vietnam, language policies have historically
promoted using Vietnamese as the national language, while regional dialects and other
minority languages have often been marginalized or stigmatized (Nguyen, 2017). This
has significant implications for individuals' language identities, as they navigate
between the dominant language and their regional dialects or other languages they
may speak.

Moreover, language identity in Asia is often intertwined with issues of cultural
identity and globalization. For example, as Asia becomes more economically
connected to the global market, English has gained increasing prominence as a global
language and proficiency in English is often seen as a marker of social prestige and
11


upward mobility (Kachru, 2006). This has led to complex negotiations of language
identity, where individuals may adopt English as a means of asserting their
cosmopolitan identity or conforming to societal expectations, while also maintaining
their local language and cultural identity (Pennycook, 2007). Language identity in
Asia, including Vietnam, is a multifaceted and dynamic phenomenon that is shaped by
a wide range of social, cultural, and political factors. It involves complex negotiations
of language choice, language use, and language attitudes, as individuals navigate their
linguistic repertoire and construct their identities in different contexts. Understanding
language identity in Asia requires a nuanced approach that considers the historical,
social, and cultural context, as well as the impact of language policy and globalization
on individuals' language choices and practices.
2.4 Communication accommodation theory
The Communication Accommodation Theory (CAT) is a widely recognized
communication theory that focuses on how people adjust their communication styles,
including language, speech rate, and nonverbal cues, to accommodate or adapt to the
communication behaviors of others (Giles, Coupland, and Coupland, 2010). According
to CAT, individuals adapt their communication patterns to seek social approval,
establish rapport, reduce social distance, or emphasize social differences in intergroup
interactions.
CAT was first proposed by Howard Giles in the 1970s and has since become a
prominent theory in the field of communication studies. The theory suggests that
communication is not just about exchanging messages, but also about how individuals
adjust their communication behaviors to accommodate the needs and expectations of

their communication partners. CAT is often used to explain communication patterns in
diverse

social

contexts,

including

intercultural

communication,

intergroup

communication, and intergenerational communication.
For example, in an intercultural communication context, CAT can help explain
how individuals from different cultural backgrounds may adapt their communication
styles to bridge cultural differences and establish effective communication. Research
has shown that individuals may adjust their speech rate, use of formal or informal
language, and nonverbal cues, such as eye contact and gestures, to accommodate the

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communication norms of their intercultural communication partners (Gudykunst &
Kim, 2003).
In an intergroup communication context, CAT can also explain how individuals
may adjust their communication behaviors to emphasize or reduce social differences
between different groups. For instance, in a workplace setting, individuals may adjust

their communication styles to align with the communication patterns of their
supervisors or colleagues to seek approval or establish rapport (Giles and Powesland,
1975).
CAT has also been used to study intergenerational communication, such as how
younger and older generations may adapt their communication styles to bridge age
differences and establish effective communication. Research has shown that
individuals may accommodate their language use, tone of voice, and nonverbal cues to
adapt to the communication behaviors of different age groups (Giles, Bourhis and
Taylor, 2007).
2.5 Communication accommodation theory, language ideology, and language
identity
Communication Accommodation Theory (CAT) is the framework that is used
to study language ideology and identity in various contexts. CAT focuses on how
individuals adjust their communication styles, including language use, based on the
social context and the characteristics of their conversation partners (Giles, Coupland,
and Coupland, 2010). In the field of language learning and education, these theories
have been employed to explore how individuals' language ideologies, or beliefs and
attitudes about language, shape their language learning experiences and practices, as
well as their sense of identity. For instance, Norton and Toohey (2011) used CAT to
examine how language learners accommodate their language use in multilingual
classrooms in Canada to negotiate their identities as bilingual or multilingual
individuals. They found that learners strategically accommodated their language use to
signal their membership in certain social groups and to manage their social
relationships with peers and teachers.
De Costa (2011) used CAT to broaden the landscape of learner beliefs in
second language acquisition (SLA) research by examining how an ESL learner from
China negotiated his language use and identity in an English-medium university in
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Australia. De Costa argued that the learner's language use was influenced by his
positioning as a non-native speaker of English and his desire to construct a positive
social identity in the new context. He emphasized the importance of considering
learners' language ideologies and positioning in understanding their beliefs and
practices in SLA. Language ideology and identity have also been examined in the
context of language education among immigrant communities. Warriner (2015)
explored the ideologies of language and discourses of neoliberalism in adult English
language learning in Canada, using overarching theory to analyze how language
ideologies were constructed and negotiated in the classroom. She found that language
ideologies shaped participants' language learning practices and influenced their
perceptions of language ownership and authenticity.
Similarly, Park (2021) investigated the language ideologies and identity
construction of 1.5-generation Korean immigrants in New Zealand, using CAT to
analyze their language use and accommodation strategies. She found that the
participants negotiated their identities as Korean speakers in a new linguistic
environment, and their language practices were influenced by their language
ideologies, such as the value they placed on the Korean heritage language and their
perceptions of English as a dominant language.
Gu, Kou, and Guo (2019) also used CAT to explore Chinese language teachers'
language ideologies in teaching South Asian students in Hong Kong. They found that
the teachers' language ideologies influenced their classroom practices, including their
language use, pedagogical strategies, and perceptions of students' language abilities
and identities.
These studies highlight the significance of language ideologies and identities in
language learning and education, and how CAT can be utilized as a framework to
investigate these complex phenomena. By examining language use, accommodation
strategies, and the social context in which language learning and teaching occur, these
theories provide insights into how individuals construct and negotiate their identities
through language and how language ideologies influence language practices and
experiences in various sociocultural contexts.

2.6 Research gap

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There is a dearth of research that specifically examines the language ideologies
and identity constructions that are related to English-Vietnamese code-switching and
code-mixing practices among university students in Vietnam, despite the literature's
exploration of the linguistic and social factors that influence these behaviors among
bilingual Vietnamese speakers. More study is required to determine how language
policies affect these practices as well as how they may influence language ideologies
and identity constructions in the Vietnamese context.
The existing literature has explored various aspects of language ideologies and
identity construction through code-switching and code-mixing practices. Significant
articles, such as those by Canagarajah (2011), Duong and Phan (2019), Le and Nguyen
(2019), Pham (2020), and Truong (2014), have examined these phenomena in different
contexts. However, there is a limited number of studies conducted in Vietnam,
particularly among university students, and they have primarily focused on learner
identity rather than language identity. This research gap highlights the need for more
comprehensive investigations specifically addressing the language ideologies and
identity constructions associated with English-Vietnamese code-switching and codemixing practices among university students in Vietnam.

15


CHAPTER THREE: METHODOLOGY
This chapter explores the methodology used in this study. This chapter aims to
provide a clear understanding of the research process and how the methodology aligns
with the research questions and objectives of this study. The researcher will discuss
the rationale for selecting a qualitative approach, the research design, data collection

methods, data analysis techniques, and ethical considerations. The researcher will also
address the potential limitations and challenges of the methodology used in this study.
3.1 Research design
Narrative inquiry was employed to investigate language ideologies and the
identities of language users. Also, this narrative inquiry is to test the communication
accommodation theory in terms of language ideologies and identity.
Narrative inquiry is a research approach that focuses on studying human
experience as it is expressed through storytelling. According to Barkhuizen, Benson,
and Chik (2014), narrative inquiry is concerned with understanding how people make
sense of their experiences and construct their identities through the stories they tell.
This approach allows researchers to explore the complexity and richness of
individuals' experiences and uncover the deeper meanings and themes that emerge
from their stories. In language teaching and learning research, narrative inquiry has
been used to explore issues such as language teacher identity, language learner
motivation, and intercultural communication. The use of narrative inquiry in this field
has been particularly valuable because it allows researchers to access the personal
experiences and perspectives of language teachers and learners and gain insights into
the complex and dynamic nature of language teaching and learning.
Narrative inquiry is useful when seeking to understand how people construct
meaning and make sense of their experiences through storytelling. By using narrative
inquiry, researchers can collect rich and detailed data that captures the complexities of
people's lived experiences, as well as their emotions, beliefs, and values (Clandinin
and Connelly, 2000). Narrative inquiry provides a powerful and flexible tool for
exploring the lived experiences of individuals and understanding the complex ways in
which they make sense of their worlds.

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Norton (2000) conducted a narrative inquiry study titled "Identity and

Language Learning: Gender, Ethnicity, and Educational Change." She examined how
language learners construct their identities in relation to language learning, and the
ways in which gender and ethnicity intersect with language identity. Or Higgins (2003)
explored language identities in her study "Language and Gender in Spanish and
English: Cross-Disciplinary Perspectives." Using narrative inquiry, she investigated
how language choices and experiences shape individuals' gender identities in bilingual
contexts. Kubota (2014) conducted research on language identity and ideology in her
study "Race and Language Learning in Multilingual Settings." By utilizing narrative
inquiry, she examined how language learners negotiate their racial and linguistic
identities within multilingual educational contexts. Norton and Toohey (2011)
investigated language identity in their study "Identity, Language Learning, and Social
Change." Through narrative inquiry, they explored how language learners construct
and negotiate their identities in relation to language learning and social change. These
studies highlight the significance of narrative inquiry in understanding the complex
nature of language identity. By using narratives as a research tool, these scholars
provide valuable insights into the experiences, perspectives, and identity negotiation of
individuals in language learning contexts.
Barkhuizen, Benson, and Chik (2014) as well as Clandinin and Connelly (2000)
have expressed the suitability of using narrative inquiry in conducting similar studies
related to language identity. Barkhuizen, Benson, and Chik (2014) emphasize the
value of narrative inquiry in language teaching and learning research. They highlight
how narrative inquiry allows researchers to explore the lived experiences and stories
of individuals, enabling a deeper understanding of the complexities of language
learning and identity construction. Clandinin and Connelly (2000) extensively discuss
narrative inquiry as a research method, emphasizing its significance in uncovering
personal experiences, meanings, and understandings within the context of qualitative
research. They argue that narratives provide a rich and meaningful source of data for
investigating identity-related phenomena. Both studies support the use of narrative
inquiry as an appropriate approach for examining language identity and related topics.
By employing narrative inquiry, researchers can capture the nuanced experiences,

perspectives, and identities of individuals within the specific context of language use
and learning.
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