Codeswitching in the classroom : critical perspectives on teaching, learning, policy, and ideology

著者

書誌事項

Codeswitching in the classroom : critical perspectives on teaching, learning, policy, and ideology

edited by Jeff MacSwan and Christian J. Faltis

（Language education tensions in global and local contexts）

Routledge, 2020

  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

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.

目次

  • Preface Jeff MacSwan, University of Maryland
  • Christian J. Faltis, Ohio State University Part I. Theory and Context Sociolinguistic and Linguistic Foundations of Codeswitching Research Jeff MacSwan, University of Maryland 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 Exploring the Pedagogical Potential of Translanguaging in Peer Reading Interaction Johanna Tigert, University of Massachusetts Lowell
  • James Groff, Melinda Martin-Beltran, Megan Madigan Peercy, University of Maryland
  • Rebecca Silverman, Stanford University Codeswitching and mathematics learners: How hybrid language practices provide resources for student participation in mathematical practices Judit Moschkovich, University of California, Santa Cruz Sandwiching, Polylanguaging, Translanguaging, and Codeswitching: Challenging Monolingual Dogma in Institutionalized Language Teaching Guadalupe Valdes, Stanford University 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 Young Emergent Bilinguals' Languaging Practices in Story Retelling Mileidis Gort, CU Boulder Part III. Policy and Ideology ?Que quieren de mi? Examining elementary school teachers' belief systems about language use in the classroom Susan Hopewell, Lucinda Soltero-Gonzalez, Kathy Escamilla, Jody Slavick 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 Chicanx and Latinx Students' Linguistic Repertoires: Moving Beyond Essentialist and Prescriptivist Perspectives Ramon A. Martinez, Stanford University
  • Danny C. Martinez, University of California, Davis "You're not a Spanish-speaker!" - "We are all bilingual." The purple kids on being and becoming bilingual in a dual language kindergarten classroom Deborah Palmer, University of Colorado, Boulder Afterword: On Contested Theories and the Value and Limitations of Pure Critique Terrance G. Wiley, Arizona State University

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