Codeswitching in the Classroom Critical Perspectives on Teaching, Learning, Policy, and Ideology

Preface

Part I. Theory and Context

1. Sociolinguistic and Linguistic Foundations of Codeswitching Research

Jeff MacSwan, University of Maryland

2. Pedagogical Codeswitching and Translanguaging in Bilingual Schooling Contexts: Critical Practices for Bilingual Teacher Education

Christian J. Faltis, Ohio State University

Part II. Teaching and Learning

3. Exploring the Pedagogical Potential of Translanguaging in Peer Reading Interaction

Johanna Tigert, University of Massachusetts Lowell; James Groff, Melinda Martin-Beltrán, Megan Madigan Peercy, University of Maryland; Rebecca Silverman, Stanford University

4. Codeswitching and mathematics learners: How hybrid language practices provide resources for student participation in mathematical practices

Judit Moschkovich, University of California, Santa Cruz

5. Sandwiching, Polylanguaging, Translanguaging, and Codeswitching: Challenging Monolingual Dogma in Institutionalized Language Teaching

Guadalupe Valdés, Stanford University

6. Effects of Home Codeswitching Practices on Bilingual Language Acquisition

Jeff MacSwan, University of Maryland; Natalia Guzman, University of Maryland; Kara McAlister, Arizona State University; and Margaret Marcus, University of Maryland

7. Young Emergent Bilinguals’ Languaging Practices in Story Retelling

Mileidis Gort, CU Boulder

Part III. Policy and Ideology

8. ¿Qué quieren de mi? Examining elementary school teachers’ belief systems about language use in the classroom

Susan Hopewell, Lucinda Soltero-González, Kathy Escamilla, Jody Slavick

9. Translanguaging in the Classroom: Implications for Effective Pedagogy for Bilingual Youth in Texas

Kathryn Henderson, University of Texas at San Antonio; and Peter Sayer, Ohio State University

10. Chicanx and Latinx Students’ Linguistic Repertoires: Moving Beyond Essentialist and Prescriptivist Perspectives

Ramón A. Martínez, Stanford University; Danny C. Martinez, University of California, Davis

11. "You’re not a Spanish-speaker!" – "We are all bilingual." The purple kids on being and becoming bilingual in a dual language kindergarten classroom

Afterword: On Contested Theories and the Value and Limitations of Pure Critique

Biography

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

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

"This is a fascinating volume that raises fundamental questions regarding the values and limits of theories and models of multilingual teaching and learning in institutionalized contexts. It brings the debates about theory, policy, practice and ideology together. The impact of the studies in this volume will be felt for a very long time to come."

Li Wei, Chair of Applied Linguistics, University College London (UCL), UK.

"Decades of (socio)linguistic research on language mixing has made two things abundantly clear: it is ubiquitous in bilingual communities and it is highly structured. As such, eliminating it is neither feasible nor desirable. The editors of this indispensable volume are to be congratulated for hammering these facts home to the educational community. May their and their contributors’ sage observations lead teachers to recognize and capitalize on the stunning resources bilingual kids bring to school rather than treating them as a liability."

Shana Poplack, Distinguished University Professor and Canada Research Chair in Linguistics, and Director, Sociolinguistics Laboratory, University of Ottawa, Canada.