Codeswitching in University English-Medium Classes

Asian Perspectives

Nonfiction, Reference & Language, Study Aids, ESL, Language Arts, Linguistics, Foreign Languages
Cover of the book Codeswitching in University English-Medium Classes by , Channel View Publications
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Author: ISBN: 9781783090921
Publisher: Channel View Publications Publication: December 20, 2013
Imprint: Multilingual Matters Language: English
Author:
ISBN: 9781783090921
Publisher: Channel View Publications
Publication: December 20, 2013
Imprint: Multilingual Matters
Language: English

In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.

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In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.

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