Codeswitching in the Classroom: Critical Perspectives on Teaching, Learning, Policy, and Ideology, 1st Edition (Paperback) book cover

Codeswitching in the Classroom

Critical Perspectives on Teaching, Learning, Policy, and Ideology, 1st Edition

Edited by Jeff MacSwan, Christian J. Faltis


304 pages | 16 B/W Illus.

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pub: 2019-11-05
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Bringing together sociolinguistic, linguistic, and educational perspectives, this cutting‐edge overview of codeswitching examines language mixing in teaching and learning in bilingual classrooms. As interest in pedagogical applications of bilingual language mixing increases, so too does a need for a thorough discussion of the topic. This volume serves that need by providing an original and wide-ranging discussion of theoretical, pedagogical, and policy‐related issues and obstacles in classroom settings—the pedagogical consequences of codeswitching for teaching and learning of language and content in one‐way and two‐way bilingual classrooms.

Part I provides an introduction to (socio)linguistic and pedagogical contributions to scholarship in the field, both historical and contemporary. Part II focuses on codeswitching in teaching and learning and addresses a range of pedagogical challenges to language mixing in a variety of contexts, such as literacy and mathematics instruction. Part III looks at language ideology and language policy to explore how students navigate educational spaces and negotiate their identities in the face of competing language ideologies and assumptions. This volume breaks new ground and serves as an important contribution on codeswitching for scholars, researchers, and teacher educators of language education, multilingualism, and applied linguistics.

Table of Contents


Jeff MacSwan, University of Maryland; Christian J. Faltis, Ohio State University

Part I. Theory and Context

    1. Sociolinguistic and Linguistic Foundations of Codeswitching Research
    2. Jeff MacSwan, University of Maryland

    3. Pedagogical Codeswitching and Translanguaging in Bilingual Schooling Contexts: Critical Practices for Bilingual Teacher Education
    4. Christian J. Faltis, Ohio State University

      Part II. Teaching and Learning

    5. Exploring the Pedagogical Potential of Translanguaging in Peer Reading Interaction
    6. Johanna Tigert, University of Massachusetts Lowell; James Groff, Melinda Martin-Beltrán, Megan Madigan Peercy, University of Maryland; Rebecca Silverman, Stanford University

    7. Codeswitching and mathematics learners: How hybrid language practices provide resources for student participation in mathematical practices
    8. Judit Moschkovich, University of California, Santa Cruz

    9. Sandwiching, Polylanguaging, Translanguaging, and Codeswitching: Challenging Monolingual Dogma in Institutionalized Language Teaching
    10. Guadalupe Valdés, Stanford University

    11. Effects of Home Codeswitching Practices on Bilingual Language Acquisition
    12. Jeff MacSwan, University of Maryland; Natalia Guzman, University of Maryland; Kara McAlister, Arizona State University; and Margaret Marcus, University of Maryland

    13. Young Emergent Bilinguals’ Languaging Practices in Story Retelling

Mileidis Gort, CU Boulder

About the Editors

Jeff MacSwan is Professor of Applied Linguistics and Language Education at the University of Maryland, USA.

Christian Jan Faltis is Professor of Teaching and Learning at the Ohio State University, USA.

About the Series

Language Education Tensions in Global and Local Contexts

Co-published by the Center for Applied Linguistics (CAL) and Routledge, this series examines current and pressing theoretical, ideological and educational issues that arise from the interface of the learning and use of global languages, such as English Spanish, and Mandarin, and the learning, maintenance, and use of local/minoritzed languages. The interplay of such factors often leads to critical issues in language planning and policy, language learning and teaching, and language learning and use as it relates to national and individual identity. This series explores the tensions that exist in language education today in a range of contexts around the world and suggests new directions for the future. The series is organized in two strands: (1) United States and (2) International. Each volume in the series will address a specific topic in one of these strands, including but not exclusively

• ideologies concerning, and definitions of, language standards

• choices involving medium(s) of instruction and educational language policies

• promotion or suppression of local languages

• language teaching and assessment

• culture and identity as factors in language learning and assessment

• accountability in language teaching and learning

• impact of different theories of language acquisition and learning

• intersections of class, race and gender in language education

• changing perspectives on bilingualism/multilingualism and language teaching

• demands made by accountability requirements on language and content assessment for students who speak languages other than English (U.S. Strand)

• role of educational resourcing, arrangements, and types of programs (e.g., bilingual education programs) in the maintenance and development of non-English language resources (U.S. Strand)

• teaching and learning of languages other than English in "foreign" language programs in US schools (U.S. Strand)

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
FOREIGN LANGUAGE STUDY / English as a Second Language