What Next? Towards an Agenda for Classroom Codeswitching Research

Autor/in	Ferguson, Gibson
Titel	What Next? Towards an Agenda for Classroom Codeswitching Research
Quelle	In: International Journal of Bilingual Education and Bilingualism, 12 (2009) 2, S.231-241 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Learning Strategies; Foreign Countries; English (Second Language); Code Switching (Language); Second Language Instruction; Second Language Learning; Second Languages; Language Attitudes; Negative Attitudes; Language of Instruction; Africa; Taiwan; United Kingdom + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Sprachverhalten; Negative Fixierung; Teaching language; Unterrichtssprache; Afrika; Großbritannien
Abstract	In this issue, aside from the introduction, there are six papers on classroom code-switching (CS), covering a wide spectrum of geographic and pedagogic contexts: two from Africa focussing on switching in content subject lessons; two from Taiwan looking at CS in EFL language subject classrooms; and two further papers, one looking at written CS and another exploring CS in UK complementary schools. Diverse though the settings covered may be, they are unified by a shared focus on the pedagogic functions of classroom CS and by a common interest in attitudes to CS, particularly on the part of educational authorities and teachers. This author makes two methodological points on the topic of functions: (1) how functions of classroom CS come to be individuated and identified; and (2) the treatment of CS as a linguistically relatively undifferentiated phenomenon. This article ends with a summary list of suggestions for further classroom-related CS research. (Contains 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10