Multilingual switch in peer classroom interaction

Unamuno, Virgínia

doi:10.1016/j.linged.2008.01.002

Cited by 59 publications

(39 citation statements)

References 13 publications

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“…Numerous studies have documented bilingual teaching, codeswitching and CODE CHOICE (emphasising learner choice during classroom interaction and teacher choices in curriculum design and teaching practice (Levine 2011)) in a range of English language classrooms around the world, for example in Botswana (Arthur 1996); Brazil (Fabrício & Santos 2006) Germany (Butzkamm 1998); Hong Kong (Pennington 1995;Lin 1996;Carless 2002Carless , 2004Carless , 2008Littlewood & Yu 2011); Hungary (Harbord 1992;Nagy & Robertson 2009); Italy (Moore 2002); Japan (Hobbs, Matsuo & Payne 2010); Malta (Camilleri 1996); South Africa (Adendorff 1996); South Korea (Liu et al 2004;Kang 2008); Spain (Unamuno 2008); Sri Lanka (Canagarajah 1999); Sweden (Cromdal 2005); Thailand (Forman 2007(Forman , 2008; and Turkey (Eldridge 1996;Ustunel & Seedhouse 2005). Studies from Canada, with its particular history of bilingual education, also document own-language use and code choices (e.g.…”

Section: Acknowledging Own-language Usementioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

351

192

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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.

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Section: Acknowledging Own-language Usementioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

351

192

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“…The notion of participant-oriented CS is particularly useful to the study of classroom discourse since classrooms are settings where students have differing language abilities and communicative competences, so it is advantageous (see Cheng, 2013) if teachers can shift from one language to the other to address student needs. Discourse-related CS is also important in FL classroom context as it can be used as a compass to signal orientation of the communication and the interactional parameters (Unamuno, 2008), e.g. when a new topic is introduced or when a new speaker is invited to take their turn.…”

Section: Conceptual Framework For a Cs Analysismentioning

confidence: 99%

“…To codeswitch between the L1 and the L2 or not in a foreign language classroom is a resonant and contentious question (Unamuno, 2008;Shin & Milory, 2000).…”

Section: Introductionmentioning

confidence: 99%

Facilitative effects of learner-directed codeswitching: evidence from Chinese learners of English

Zhu

Vanek

2015

International Journal of Bilingual Education and Bilingualism

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Facilitative effects of learner-directed codeswitching: Evidence from Chinese learners of EnglishThis study examines the interaction between learner-oriented codeswitching (CS) practices and the degree to which intermediate Chinese L2 learners of English engage in classroom interaction. The guiding questions are whether the teacher's CS use facilitates classroom interaction at moderate L2 proficiency, and if so, at which specific stages of the lesson, and to what extent. A systematic comparison of two classroom types was carried out in the same Chinese secondary school, with English-only instruction versus with English-Chinese CS. A combination of quantitative and qualitative analyses was based on class observations (2 classes per type) and subsequent teacher interviews. CS behaviour was analysed in relation to the particular teaching focus of the task at hand.Interviews included a stimulated recall technique using selected CS extracts to enrich insights from the teacher's perspective. The results showed a higher student response frequency as well as a longer mean utterance length in CS classes. Overall, codeswitches were systematically distributed across lesson stages and were closely related to changes in the teaching focus. These findings call for an optimal use of CS in instructed environments so as to maximise its benefits via a sensitive adjustment to specific pedagogic aims. Keywordscodeswitching, classroom discourse, bilingual input, student engagement, stimulated recall This is the authors' copy of Zhu, X., & Vanek, N. (2015). Facilitative effects of learner-directed codeswitching: Evidence from Chinese learners of English. International Journal of Bilingual Education and Bilingualism, DOI: http://dx.doi. org/10.1080/13670050.2015.1087962 Please contact the publisher for permission to reuse the material in any form. IntroductionTo codeswitch between the L1 and the L2 or not in a foreign language classroom is a resonant and contentious question (Unamuno, 2008;Shin & Milory, 2000).Proponents argue that CS can increase pupils' openness to classroom learning because its use can alleviate the foreign language challenge (Cook, 2001), motivate students' classroom engagement, and facilitate the acquisition of competences necessary for intercultural communication (Halmari, 2004;Li, 2005), or more fully draw upon multiple communicative repertoires including styles, genres and registers (Saxena & Martin-Jones, 2013) available in a bilingual classroom context. Opponents claim that the use of L1 will undermine the learning process by limiting opportunities of input and output in L2 (Turnbull & Arnett, 2002), or hold that CS is a mere proof of learners' language deficiencies, and a sign of insufficient L2 proficiency of the teachers (Moore, 2002). This study adopts the premise that CS deserves a place in FL classrooms because it is an effective strategy to stimulate classroom interaction to a greater extent than the exclusive use of L2. Whether this is the case is tested via zooming in on the interplay between te...

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“…Su estudio permite al analista aproximarse, por un lado, a la forma en que los interlocutores valoran y jerarquizan las prácticas verbales que realizan u observan (Auer, 1998; Ballena del CIFMA por su inestimable apoyo y especialmente a los docentes wichis del Chaco por su complicidad en el trabajo colectivo que intentamos llevar adelante. Gumperz, 1982;Heller, 2007;Mondada, 2007;Mondada & Gajo, 2001;Rampton, 2006;Unamuno, 2008;Woolard, 2004) y, por otro, a las complejas relaciones entre diversas escalas contextuales de los usos lingüísticos (Blommaert, 2007). Los resultados de este análisis son puestos en relación con los que se obtienen del estudio discursivo de los documentos normativos y con aquellos que derivan del estudio de los registros etnográficos.…”

Section: Hacia Una Etnografía Multisituada De Las Políticas Lingüístiunclassified

Los hacedores de la EIB: un acercamiento a las políticas lingüístico-educativas relativas a la educación indígena desde las aulas bilingües del Chaco.

Unamuno

2015

EPAA

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ArgentinaCitación: Unamuno, V. (2015). Los hacedores de la EIB: un acercamiento a las políticas lingüístico-educativas desde las aulas bilingües del Chaco. Archivos Analíticos de Políticas Educativas, 23(101), http://dx.doi.org/10.14507/epaa.v23.2061 Este artículo forma parte del número especial Etnografía y sociolingüística de la interacción editado por Ana Inés Heras y Virginia Unamuno.Resumen: Sobre la base de un estudio etnográfico multisituado en la Provincia de Chaco, este artículo examina la forma en que desde diferentes discursos, posiciones y prácticas se construyen los sentidos de la Educación Intercultural Bilingüe (EIB) y se hace política en relación con las lenguas. Según argumentaré, la vaguedad en el tratamiento normativo de la EIB deja en manos de las escuelas la definición cotidiana de aspectos cruciales de la misma: sus objetivos, sus destinatarios y los roles docentes. Sin embargo, las decisiones de los directivos y las prácticas de los docentes bilingüe no siempre significan la EIB en un mismo sentido. Entre la normativa, las decisiones de los directivos, las prácticas y los posicionamientos docentes, se define un terreno complejo en el cual la EIB se erige como un objeto político en disputa, en el cual parece estar en juego no sólo significar el "bilingüismo" y la "interculturalidad", sino también la EIB en tanto que "educación para indígenas", "educación con indígenas" o bien como "educación indígena". En este terreno, la lucha de los docentes indígenas de la provincia del Chaco por una gestión comunitaria e indígena de las escuelas se presenta como una posibilidad de concretar colectiva y autónomamente un modelo educativo intercultural y bilingüe que las políticas lingüísticas gubernamentales no parecen poder efectivizar. Palabras clave: Política linguistica; educación intercultural bilingüe; Chaco Argentina; Wichi.

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Multilingual switch in peer classroom interaction

Cited by 59 publications

References 13 publications

Own-language use in language teaching and learning

Own-language use in language teaching and learning

Facilitative effects of learner-directed codeswitching: evidence from Chinese learners of English

Los hacedores de la EIB: un acercamiento a las políticas lingüístico-educativas relativas a la educación indígena desde las aulas bilingües del Chaco.

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