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Code Choice in the Language Classroom

Author: Glenn S. Levine

Publisher: Multilingual Matters

Published: 2011

Total Pages: 204

ISBN-13: 1847693326

Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice. "An extremely timely book on one of the most vexing issues in foreign language teaching: how much codeswitching is acceptable or even desirable in the 21st century 12 classroom? Through a sound theoretical framework and concrete pedagogical examples, Glenn Levine develops an exciting, innovative multilingual approach to curriculum design, teaching, and articulation that engages the students in the co-construction of code choice conventions."---Claire Kramsch, University of California at Berkeley, USA

Code Choice in the Language Classroom

Author: Glenn S. Levine

Publisher: Multilingual Matters

Published: 2011-01-25

Total Pages: 204

ISBN-13: 1847694942

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First Language Use in Second and Foreign Language Learning

Author: Miles Turnbull

Publisher: Multilingual Matters

Published: 2009-08-24

Total Pages: 220

ISBN-13: 1847697682

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This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

Code Choice in the Spanish as a Foreign Language Classroom

Author: Patsy Hansel

Publisher:

Published: 2012

Total Pages: 95

ISBN-13:

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This semester-long study examined the functions for which English (L1) and Spanish (L2) were used in two intact hybrid Spanish as a foreign language (FL) university classes at the 202 (fourth semester) level. Five 75-minutes classes of two instructors were observed by the researcher, video- and audio-recorded, and transcribed. A survey was also used to determine the functions for which the instructors and students believed that Spanish and English were used in the classroom, and the functions for which both believed that the two languages should be used. Talking about a test and teaching grammar were the functions for which both instructors used the most English and the most Spanish. The questionnaire results indicated that the students who heard more Spanish in the classroom would have preferred that their instructor had used less Spanish for the functions of checking how well students understand a reading in class as well as when giving instructions or explaining how to do group activities. The Minnesota Language Proficiency Assessment for listening at the Intermediate-High level was administered to the students of both instructors at the beginning and at the end of the semester. The classroom observations indicated that although both instructors used more than 50% words in English during their classes, one instructor used twice as many words in Spanish as did the other. However, the results of the study revealed no significant relationship between the amount of Spanish used by the instructors in the classroom and the students' progress on listening proficiency from the beginning to the end of the semester.

Codeswitching in the Classroom

Author: Jeff MacSwan

Publisher: Routledge

Published: 2019-10-16

Total Pages: 291

ISBN-13: 1315401088

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Bringing together sociolinguistic, linguistic, and educational perspectives, this cutting‐edge overview of codeswitching examines language mixing in teaching and learning in bilingual classrooms. As interest in pedagogical applications of bilingual language mixing increases, so too does a need for a thorough discussion of the topic. This volume serves that need by providing an original and wide-ranging discussion of theoretical, pedagogical, and policy‐related issues and obstacles in classroom settings—the pedagogical consequences of codeswitching for teaching and learning of language and content in one‐way and two‐way bilingual classrooms. Part I provides an introduction to (socio)linguistic and pedagogical contributions to scholarship in the field, both historical and contemporary. Part II focuses on codeswitching in teaching and learning, and addresses a range of pedagogical challenges to language mixing in a variety of contexts, such as literacy and mathematics instruction. Part III looks at language ideology and language policy to explore how students navigate educational spaces and negotiate their identities in the face of competing language ideologies and assumptions. This volume breaks new ground and serves as an important contribution on codeswitching for scholars, researchers, and teacher educators of language education, multilingualism, and applied linguistics.

Code-meshing as World English

Author: Vershawn Ashanti Young

Publisher: National Council of Teachers of English (Ncte)

Published: 2011

Total Pages: 0

ISBN-13: 9780814107003

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Although linguists have traditionally viewed code-switching as the simultaneous use of two language varieties in a single context, scholars and teachers of English have appropriated the term to argue for teaching minority students to monitor their languages and dialects according to context. For advocates of code-switching, teaching students to distinguish between "home language" and "school language" offers a solution to the tug-of-war between standard and nonstandard Englishes. This volume arises from concerns that this kind of code-switching may actually facilitate the illiteracy and academic failure that educators seek to eliminate and can promote resistance to Standard English rather than encouraging its use. The original essays in this collection offer various perspectives on why code-meshing--blending minoritized dialects and world Englishes with Standard English--is a better pedagogical alternative than code-switching in the teaching of reading, writing, listening, speaking, and visually representing to diverse learners. This collection argues that code-meshing rather than code-switching leads to lucid, often dynamic prose by people whose first language is something other than English, as well as by native English speakers who speak and write with "accents" and those whose home language or neighborhood dialects are deemed "nonstandard." While acknowledging the difficulties in implementing a code-meshing pedagogy, editors Vershawn Ashanti Young and Aja Y. Martinez, along with a range of scholars from international and national literacy studies, English education, writing studies, sociolinguistics, and critical pedagogy, argue that all writers and speakers benefit when we demystify academic language and encourage students to explore the plurality of the English language in both unofficial and official spaces.

Making Language Matter

Author: Deborah J. Vause

Publisher: Routledge

Published: 2013

Total Pages: 130

ISBN-13: 0415527996

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A timely resource, this text will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Common Core State Standards for the English Language Arts: language, reading, speaking and listening, and writing.

New Trends in Foreign Language Teaching

Author: Raúl Ruiz Cecilia

Publisher: Cambridge Scholars Publishing

Published: 2019-01-15

Total Pages: 320

ISBN-13: 1527525473

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Language teaching approaches, methods and procedures are constantly undergoing reassessment. New ideas keep emerging as the growing complexity of the means of communication and the opportunities created by technology put language skills to new uses. In addition, the political, social and economic impact of globalisation, the new demands of the labour market that result from it, the pursuit of competitiveness, the challenges of intercultural communication and the diversification of culture have opened new perspectives on the central role that foreign languages have come to play in the development of contemporary societies. This book provides an insight into the latest developments in the field and discusses the new trends in foreign language teaching in four major areas, namely methods and approaches, teacher training, innovation in the classroom, and evaluation and assessment.

One Speaker, Two Languages

Author: Lesley Milroy

Publisher: Cambridge University Press

Published: 1995-08-17

Total Pages: 384

ISBN-13: 9780521479127

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Code-switching - the alternating use of several languages by bilingual speakers - does not usually indicate lack of competence on the part of the speaker in any of the languages concerned, but results from complex bilingual skills. The reasons why people switch their codes are as varied as the directions from which linguists approach this issue, and raise many sociological, psychological, and grammatical questions. This volume of essays by leading scholars brings together the main strands of current research in four major areas: the policy implications of code-switching in specific institutional and community settings; the perspective of social theory on code-switching as a form of speech behaviour in particular social contexts; the grammatical analysis of code-switching, including the factors that constrain switching even within a sentence; and the implications of code-switching in bilingual processing and development.

Non-Native Language Teachers

Author: Enric Llurda

Publisher: Springer Science & Business Media

Published: 2006-06-09

Total Pages: 332

ISBN-13: 9780387328225

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As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.