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In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.
Barnard and McLellan have brought together a group of rigorous empirical investigations of one of the most overlooked and undertheorized aspects of second-language classrooms, namely the use of the first language and the practice of codeswitching in the second-language classroom. This collection of studies done across Asia should be read by applied linguists, language teachers at all levels, and particularly educational policy-makers who currently assert that there is no place in the classroom for codeswitching and the students' first language.
Roger Barnard is an Associate Professor in Applied Linguistics at the University of Waikato, New Zealand. His recent publications include Researching Language Teacher Cognition and Practice (2012, edited with Anne Burns) and Creating Classroom Communities of Learning (2009, edited with Maria Torres-Guzman).
James McLellan is a Senior Lecturer in English Language and Linguistics at Universiti Brunei Darussalam. His recent publications include Code Switching in Malaysia (2009, edited with M.K. David, S. Rafik-Galea and Ain Nadzimah Abdullah ).
Contributors
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Roger Barnard and James McLellan: Introduction
Ernesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research?
1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan
2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities
3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts
4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan
5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia
6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia
7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines
8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea
9. Andy Kirkpatrick: Afterword