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.
Table des matières
Contributors
Transcription conventions
Roger Barnard and James Mc Lellan: Introduction
Ernesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research?
1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan
2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities
3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts
4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan
5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia
6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia
7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines
8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea
9. Andy Kirkpatrick: Afterword
A propos de l’auteur
Roger Barnard is a Research Associate in the Division of Education at the University of Waikato, New Zealand. His research interests include second language education and language policy. His most recent book is Narratives of Qualitative Ph D Research: Identities, Languages and Cultures in Transition (co-edited with Y. Gurney and Y Wang. Routledge, 2023).
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