Codeswitching in the Multilingual English First Language Classroom

Moodley, Visvaganthie

doi:10.2167/beb403.0

Cited by 46 publications

(37 citation statements)

References 12 publications

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“…While empirical studies into the use of family languages in the classroom suggest better educational success for all pupils (Moodley 2007), multilingual language practices are traditionally perceived as illegitimate within mainstream education (Kamwangamalu 2010). Current developments have adopted the translanguaging approach (Creese and Blackledge 2010;García 2009;García and Leiva 2014;Hornberger and Link 2012) to refer to the dynamic and flexible ways in which multilingual speakers access their language repertoires to expand their communicative potential.…”

Section: Minority Languages In Mainstream Teachingmentioning

confidence: 99%

Translanguaging in mainstream education: a sociocultural approach

Duarte

2016

International Journal of Bilingual Education and Bilingualism

133

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Due to the monolingual self-understanding of European nation-states, migration-induced multilingualism and the language mixing practices it triggers are not usually acknowledged as resources for learning within mainstream classrooms. The term translanguaging has recently been put forward as both a way of describing the flexible ways in which bilinguals draw upon their multiple languages to enhance their communicative potential and a pedagogical approach in which teachers and pupils use these practices for learning. However, little research has been conducted in how the translanguaging approach can be used in mainstream education to enhance knowledge. This study draws on videographic data recorded in 59 10th grade (15-year-olds) subject-matter classes in 4 secondary schools. Applying sociocultural discourse analysis to peerpeer interaction and therefore considering how learners scaffold one another as they participate in collaborative talk and in the coconstruction of knowledge, results describe several functions of translanguaging for 'exploratory talk' leading to content-matter learning. Multilingual adolescents in naturalistic settings thus use their multilingualism to cognitively engage with content-based tasks and produce high-order speech acts embedded in complex talk. ARTICLE HISTORY

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Section: Minority Languages In Mainstream Teachingmentioning

confidence: 99%

Translanguaging in mainstream education: a sociocultural approach

Duarte

2016

International Journal of Bilingual Education and Bilingualism

133

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“…For example, there are studies of language attitudes towards English and other local languages in Hong Kong, India, sub-Saharan Africa and Wales (Garrett 2010). Systematic studies of attitudes towards code-switching (CS) -the alternation and mixing of languages within a conversational utterance -are, as Gardner-Chloros (2009, 81-82) points out, few and far between, and most of the existing studies are done in contexts where CS is restricted or forbidden, such as in many language classrooms (Moodley 2007). In this article, we focus on attitudes towards CS by multilinguals in a variety of everyday situations.…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards code-switching among adult mono- and multilingual language users

Dewaele¹,

Wei²

2013

Journal of Multilingual and Multicultural Development

137

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The present study investigates inter-individual variation (linked to personality traits, multilingualism and sociobiographical variables) in attitudes towards code-switching (CS) among 2070 multilinguals. Data were collected through an online questionnaire. We found that high levels of Tolerance of Ambiguity (TA) and Cognitive Empathy (CE), and low levels of Neuroticism are linked with significantly more positive attitudes towards CS. Knowing many languages had a marginally positive effect. A more fine-grained analysis revealed that participants with mid-range global proficiency values were less positive towards CS than those at the lower and higher end of the scale. Participants who grew up in a bilingual family and in an ethnically diverse environment, and currently worked in an ethnically diverse environment had significantly more positive attitudes towards CS. Female participants and those with the lowest and highest levels of education appreciated CS most, and participants in their teens and twenties appreciated CS less than older participants. The findings thus show that the attitudes towards CS are linked to personality, language learning history and current linguistic practices, as well as some sociobiographical variables.

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“…Furthermore, because vocabularies of different languages influence one another in multilingual contexts such as South Africa, words from languages other than English (also referred to as code-switching), for example, eina and eish should be incorporated on the board Moodley, 2007). Eina, equivalent to ouch, is an original Afrikaans word used to express physical pain.…”

Section: Discussionmentioning

confidence: 99%

An exploration of pain-related vocabulary: implications for AAC use with children

Johnson

Bornman

Tonsing

2016

Augmentative and Alternative Communication

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Children with significant communication difficulties who experience pain need appropriate means to communicate their pain in order to receive appropriate treatment.Augmentative and alternative communication (AAC) strategies could be used to enable children to self-report pain. The aim of this research study was to identify the common vocabulary children with typical development use to describe physical pain experiences and develop and socially validate an appropriate pain-related vocabulary list for children who use or could benefit from using AAC. A sequential, exploratory, mixed-method design was employed. This paper focuses on the quantitative phase. A set of scenarios was developed to gather pain-related vocabulary appropriate for children aged 6;0 -7;11 (years;months) and children aged 8;0 -9;11, from 74 children, 61 parents, and 56 teachers. Some 629 pain-related words or phrases were suggested and then classified into seven categories. A composite list of the 84 most frequently occurring pain-related vocabulary items was compiled and socially validated by three adults who used AAC. They emphasized the need to individualize vocabulary and provided suggestions for vocabulary organization for display on any type of AAC system. Despite similarities in the categories of words offered by the various respondent groups, the differences underscore the importance of more than one perspective (particularly that of children and adults) in generating a comprehensive vocabulary list.

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Codeswitching in the Multilingual English First Language Classroom

Cited by 46 publications

References 12 publications

Translanguaging in mainstream education: a sociocultural approach

Translanguaging in mainstream education: a sociocultural approach

Attitudes towards code-switching among adult mono- and multilingual language users

An exploration of pain-related vocabulary: implications for AAC use with children

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