Code-Switching Functions in Postcolonial Classrooms

Autor/inn/en	Chen, Yan; Rubinstein-Avila, Eliane
Titel	Code-Switching Functions in Postcolonial Classrooms
Quelle	In: Language Learning Journal, 46 (2018) 3, S.228-240 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rubinstein-Avila, Eliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1035669
Schlagwörter	Code Switching (Language); Bilingualism; Bilingual Students; Language of Instruction; Sociolinguistics; Educational Policy; Language Planning; Second Language Learning; Barriers; English (Second Language); Language Acquisition; Socialization; Classroom Techniques; Teacher Attitudes; Student Attitudes; Language Attitudes; Foreign Countries; South Africa; Cameroon; Kenya; Hong Kong; Malaysia; Sweden + Suchen Sie Ihr Suchwort? Bilingualismus; Teaching language; Unterrichtssprache; Soziolinguistik; Politics of education; Bildungspolitik; Sprachwechsel; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Socialisation; Sozialisation; Klassenführung; Lehrerverhalten; Schülerverhalten; Sprachverhalten; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Kamerun; Kenia; Hongkong; Schweden
Abstract	This paper focuses on code-switching (CS) in postcolonial (P-C) classrooms (e.g. Africa, Asia and Asia-Pacific) where the use of English has increased not only as a subject matter, but also as the language of instruction across all subjects. CS, a common behaviour among bilinguals and polyglots, refers broadly to the alternation between two or more languages or language varieties in a single conversation, and has received much attention--in terms of both its grammatical dimensions and sociolinguistic function. Rather than focusing on the grammatical dimensions of CS, this paper examines the sociolinguistic functions. The paper highlights attitudinal conflicts between educational language policies and classroom practices in regard to CS. Supporters argue that CS facilitates language learning and creates a supportive classroom environment. Opponents argue that it is counterproductive, because it does not foster acquisition in the second (or additional) language. This paper examines this conflict and highlights how it plays out in P-C classroom contexts. The authors provide implication for both classroom practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01