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.
"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.
Jeff MacSwan, University of Maryland; Christian J. Faltis, Ohio State University
Part I. Theory and Context
Jeff MacSwan, University of Maryland
Christian J. Faltis, Ohio State University
Part II. Teaching and Learning
Johanna Tigert, University of Massachusetts Lowell; James Groff, Melinda Martin-Beltrán, Megan Madigan Peercy, University of Maryland; Rebecca Silverman, Stanford University
Judit Moschkovich, University of California, Santa Cruz
Guadalupe Valdés, Stanford University
Jeff MacSwan, University of Maryland; Natalia Guzman, University of Maryland; Kara McAlister, Arizona State University; and Margaret Marcus, University of Maryland
Mileidis Gort, CU Boulder
Part III. Policy and Ideology
Susan Hopewell, Lucinda Soltero-González, Kathy Escamilla, Jody Slavick
Kathryn Henderson, University of Texas at San Antonio; and Peter Sayer, Ohio State University
Ramón A. Martínez, Stanford University; Danny C. Martinez, University of California, Davis
Deborah Palmer, University of Colorado, Boulder
Afterword: On Contested Theories and the Value and Limitations of Pure Critique
Terrance G. Wiley, Arizona State University
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)