NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ862579
Record Type: Journal
Publication Date: 2009-Mar
Pages: 11
Abstractor: ERIC
Reference Count: 25
ISSN: ISSN-1367-0050
What Next? Towards an Agenda for Classroom Codeswitching Research
Ferguson, Gibson
International Journal of Bilingual Education and Bilingualism, v12 n2 p231-241 Mar 2009
In this issue, aside from the introduction, there are six papers on classroom code-switching (CS), covering a wide spectrum of geographic and pedagogic contexts: two from Africa focussing on switching in content subject lessons; two from Taiwan looking at CS in EFL language subject classrooms; and two further papers, one looking at written CS and another exploring CS in UK complementary schools. Diverse though the settings covered may be, they are unified by a shared focus on the pedagogic functions of classroom CS and by a common interest in attitudes to CS, particularly on the part of educational authorities and teachers. This author makes two methodological points on the topic of functions: (1) how functions of classroom CS come to be individuated and identified; and (2) the treatment of CS as a linguistically relatively undifferentiated phenomenon. This article ends with a summary list of suggestions for further classroom-related CS research. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Taiwan; United Kingdom