Codeswitching in the Classroom

Critical Perspectives on Teaching, Learning, Policy, and Ideology
Herausgeber: Faltis, Christian J.; Macswan, Jeff

• Broschiertes Buch

Produktbeschreibung

Bringing together sociolinguistic, linguistic, and educational perspectives, this cutting¿edge overview of codeswitching examines language mixing in teaching and learning in bilingual classrooms. As interest in pedagogical applications of bilingual language mixing increases, so too does a need for a thorough discussion of the topic. This volume serves that need by providing an original and wide-ranging discussion of theoretical, pedagogical, and policy¿related issues and obstacles in classroom settings-the pedagogical consequences of codeswitching for teaching and learning of language and content in one¿way and twöway bilingual classrooms. 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, and addresses a range of pedagogical challenges to language mixing in a variety of contexts, such as literacy and mathematics instruction. Part III looks at language ideology and language policy to explore how students navigate educational spaces and negotiate their identities in the face of competing language ideologies and assumptions. This volume breaks new ground and serves as an important contribution on codeswitching for scholars, researchers, and teacher educators of language education, multilingualism, and applied linguistics.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 312
• Erscheinungstermin: 4. November 2019
• Englisch
• Abmessung: 229mm x 152mm x 17mm
• Gewicht: 455g
• ISBN-13: 9781138225060
• ISBN-10: 1138225061
• Artikelnr.: 58052268

Autorenporträt

Jeff MacSwan is Professor of Applied Linguistics and Language Education at the University of Maryland, USA. Christian J. Faltis is Professor of Teaching and Learning at the Ohio State University, USA.

Inhaltsangabe

Preface
Jeff MacSwan, University of Maryland; Christian J. Faltis, Ohio State
University
Part I. Theory and Context
1. Sociolinguistic and Linguistic Foundations of Codeswitching Research
Jeff MacSwan, University of Maryland
2. Pedagogical Codeswitching and Translanguaging in Bilingual Schooling
Contexts: Critical Practices for Bilingual Teacher Education
Christian J. Faltis, Ohio State University
Part II. Teaching and Learning
3. Exploring the Pedagogical Potential of Translanguaging in Peer
Reading Interaction
Johanna Tigert, University of Massachusetts Lowell; James Groff,
Melinda Martin-Beltrán, Megan Madigan Peercy, University of Maryland;
Rebecca Silverman, Stanford University
4. Codeswitching and mathematics learners: How hybrid language practices
provide resources for student participation in mathematical practices
Judit Moschkovich, University of California, Santa Cruz
5. Sandwiching, Polylanguaging, Translanguaging, and Codeswitching:
Challenging Monolingual Dogma in Institutionalized Language Teaching
Guadalupe Valdés, Stanford University
6. Effects of Home Codeswitching Practices on Bilingual Language
Acquisition
Jeff MacSwan, University of Maryland; Natalia Guzman, University of
Maryland; Kara McAlister, Arizona State University; and Margaret
Marcus, University of Maryland
7. Young Emergent Bilinguals' Languaging Practices in Story Retelling
Mileidis Gort, CU Boulder
Part III. Policy and Ideology
8. ¿Qué quieren de mi? Examining elementary school teachers' belief
systems about language use in the classroom
Susan Hopewell, Lucinda Soltero-González, Kathy Escamilla, Jody
Slavick
9. Translanguaging in the Classroom: Implications for Effective Pedagogy
for Bilingual Youth in Texas
Kathryn Henderson, University of Texas at San Antonio; and Peter
Sayer, Ohio State University
10. Chicanx and Latinx Students' Linguistic Repertoires: Moving Beyond
Essentialist and Prescriptivist Perspectives
Ramón A. Martínez, Stanford University; Danny C. Martinez, University
of California, Davis
11. "You're not a Spanish-speaker!" - "We are all bilingual." The purple
kids on being and becoming bilingual in a dual language kindergarten
classroom
Deborah Palmer, University of Colorado, Boulder
Afterword: On Contested Theories and the Value and Limitations of Pure
Critique
Terrance G. Wiley, Arizona State University