Code-Mixing as a Bilingual Instructional Strategy

Autor/inn/en	Jiang, Yih-Lin Belinda; García, Georgia Earnest; Willis, Arlette Ingram
Titel	Code-Mixing as a Bilingual Instructional Strategy
Quelle	In: Bilingual Research Journal, 37 (2014) 3, S.311-326 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.963738
Schlagwörter	Bilingual Education; Teaching Methods; Code Switching (Language); Bilingualism; Transfer of Training; Second Language Instruction; Second Language Learning; English (Second Language); Cultural Differences; Language Usage; Native Language; Course Content; Ethnography; Discourse Analysis; Elementary School Students; Elementary School Teachers; Semi Structured Interviews; Mandarin Chinese; Teacher Attitudes + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Training; Transfer; Ausbildung; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Sprachgebrauch; Kursprogramm; Ethnografie; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This study investigated code-mixing practices, specifically the use of L2 (English) in an L1 (Chinese) class in a U.S. bilingual program. Our findings indicate that the code-mixing practices made and prompted by the teacher served five pedagogical functions: (a) to enhance students' bilingualism and bilingual learning, (b) to review and consolidate content taught in the ESL and all-English classes, (c) to facilitate cross-linguistic transfer, (d) to increase understanding of home and U.S. cultures, and (e) to foster an understanding of cross-cultural differences. In particular, these functions encompass lexical, cross-cultural, and cross-linguistic dimensions. Findings suggest that strategic use of code-mixing of bilinguals' L1 and L2 in instruction may enhance students' bilingual development and maximize their learning efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10