Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-24T08:37:20.009Z Has data issue: false hasContentIssue false

Codeswitching and generative grammar: A critique of the MLF model and some remarks on “modified minimalism”

Published online by Cambridge University Press:  04 April 2005

JEFF MACSWAN
Affiliation:
Arizona State University

Abstract

This article presents an empirical and theoretical critique of the Matrix Language Frame (MLF) model (Myers-Scotton, 1993; Myers-Scotton and Jake, 2001), and includes a response to Jake, Myers-Scotton and Gross's (2002) (JMSG) critique of MacSwan (1999, 2000) and reactions to their revision of the MLF model as a “modified minimalist approach”. The author argues that although a new structural definition of the Matrix Language (ML) makes the MLF model falsifiable, its empirical predictions are inconsistent with the facts of codeswitching (CS). The author also identifies significant theoretical problems associated with the MLF model, and suggests that it be rejected on empirical and theoretical grounds, and on grounds of scientific parsimony. In addition, the author contends that JMSG's critique of the Minimalist approach to CS rests on conceptually significant misreadings of published research in CS and in the theory of syntax, and that JMSG fail to motivate their central claim, namely, that a Minimalist approach to CS cannot succeed without incorporating the ML construct. It is further shown that an analysis of the CS facts which JMSG consider as their test case may be straightforwardly pursued within the Minimalist Program without appealing to the ML construct or any other aspect of the MLF model. The author concludes with the recommendation that research on CS depart from the formulation of general CS-specific constraints like the MLF model and engage in the task of analyzing language contact phenomena in terms of independently motivated constructs of linguistic theory.

Type
Keynote
Copyright
Cambridge University Press 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

For usefull comments on an earlier version of this manuscript, I am indebted to three anonymous BLC reviewers, Katja Cantone, Sonia Colina, Kellie Rolstad, and Kara McAlister. I am also gratefull to Marcel del Dikken, Janet Fuller, Elly van Gelderen, Helena Halmari, Jim Hlavac, Janet Kaaya, Hilda Koopman, Carson Schütze and Rose Thomas for responding to e-mail queries, and to unnamed consultants who assisted with data queries. Kara McAlister provided additional assistance with data collection. Of course, I alone am responsible for the content and views expressed. Aspects of this research were supported by a grant from the National Academy of Education, with funding from the Spencer Foundation.