ERIC Number: EJ818890
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 71
Questions of Classroom Identity: What Can Be Learned from Codeswitching in Classroom Peer Group Talk?
Modern Language Journal, v92 n4 p538-557 Win 2008
The article discusses relationships between codeswitching and identities in classroom peer group talk among students from a variety of Asian and European backgrounds who were studying English in Australia. The article focusses on talk that, in being concealed from the teacher through codeswitching, allows expression of identities that are not normally acknowledged in the classroom. Three main acts of identity were in evidence in the codeswitching data. In the first, students expressed frustration with their own ignorance and demonstrated a desire to align or realign with the task. The second occurred when students were critical of the teacher's methods, choice of topics, or knowledge. The third was related to the desire to become a global, international person. Other, more idiosyncratic identities were also in evidence. Awareness of the variety of uses of codeswitching can draw teachers' attention to the relevance of student identity concerns in contemporary classrooms.
Descriptors: Peer Groups, Foreign Countries, Code Switching (Language), English (Second Language), Second Language Learning, Teaching Methods, Student Attitudes, Teaching Skills, Self Concept, Ethnicity
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia