ERIC Number: EJ862578
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 41
Written Codeswitching in the Classroom: Can Research Resolve the Tensions?
Losey, Kay M.
International Journal of Bilingual Education and Bilingualism, v12 n2 p213-230 Mar 2009
Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author's research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.
Descriptors: Bilingual Students, Cultural Awareness, College Students, Code Switching (Language), Written Language, Letters (Correspondence), Oral Language, Language Research, Educational Research, Discourse Analysis, Teacher Student Relationship, Spanish, Second Language Learning, English (Second Language)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A