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.
Table of Content
Introduction – Miles Turnbull and Jennifer Dailey-O’Cain
1 Teachers’ Use of the First Language in French Immersion: Revisiting a Core Principle – Brian Mc Millan and Miles Turnbull
2 Teacher Use of Code-Switching in the Second Language Classroom: Exploring ‘Optimal’ Use – Ernesto Macaro
3 Code-Switching in Computer-Mediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse Between School Learners of French and English – Michael Evans
4 Target Language Use in English Classes in Hungarian Primary Schools – Krisztina Nagy and Daniel Robertson
5 Forms and Functions of Code-Switching by Dual Immersion Students: A Comparison of Heritage Speaker and Second-Language Children – Kim Potowski
6 How Bilingual Children Talk: Strategic Code-Switching Among Children in Dual Language Programs – Janet M. Fuller
7 Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications – Jennifer Dailey-O’Cain and Grit Liebscher
8 Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching – Glenn S. Levine
9 The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use – Carl S. Blyth
10 Concluding Reflections: Moving Forward – Miles Turnbull and Jennifer Dailey-O’Cain
About the author
Jennifer Dailey-O’Cain is a sociolinguist at the University of Alberta, Canada, with a research focus on everyday language in use, but always with an eye toward how this use relates to broader social phenomena such as identity, ideology, and globalisation. She is the author of Trans-National English in Social Media Communities (2017, Palgrave Mac Millan).
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