Critical Perspectives on Codeswitching in Classroom Settings ― Language Practices for Multilingual Teaching and Learning

This integrated and cutting-edge overview of codeswitching from sociolinguistic, linguistic, and educational perspectives examines language mixing in teaching and learning contexts from a variety of theoretical perspectives. The focus is on classroom settings— the pedagogical consequences of codeswitching for teaching and learning of language and content in one-way and two-way bilingual classrooms. The theme of the book responds to a recent surge of interest in pedagogical applications of bilingual language mixing, and engages related topics from theoretical, pedagogical, and policy-related perspectives.

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 contexts, include literacy education, mathematics education, second language teaching, linguistic and academic outcomes for children in codeswitching families, and the development of multilingual pedagogical language knowledge through a variety of school and community resources. Part III looks at language ideology and language policy.

Jeff MacSwan is Professor of Applied Linguistics and Language Education in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA and also Professor in the Neuroscience and Cognitive Science Program and Affiliate Professor in the Linguistics Department at Maryland. He is co-editor of the International Multilingual Research Journal.

Christian Jan Faltis is Professor of Language, Literacy, and Culture, and holds the Dolly and David Fiddyment Endowed Chair in Teacher Education at the University of California, Davis, USA.