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Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.
An extremely timely book on one of the most vexing issues in foreign language teaching: how much code-switching is acceptable or even desirable in the 21st century L2 classroom? Through a sound theoretical framework and concrete pedagogical examples, Glenn Levine develops an exciting, innovative multilingual approach to curriculum design, teaching, and articulation that engages the students in the co-construction of code choice conventions.
Glenn S. Levine is an Associate Professor of German and German language program director at the University of California, Irvine.
Acknowledgments
Preface
Part 1: Conceptual Framework
1 Monolingual Norms and Multilingual Realities
2 The Conundrum of Babel: Toward a Theoretical Framework for a Multilingual Approach
3 What is a Code? What is Code-Switching?
Part 2: Empirical Support
4 The Code Choice Status Quo of the Language Classroom
5 The Discourse of Classroom Code Choice: Toward Becoming Bilingual
Part 3: Curriculum
6 An Architecture of Classroom Code Choice
7 Getting from Marked to Unmarked and Back Again: Articulation of Multilingual Classroom Communities of Practice
Epilogue: Blessings of Babel
References
Index