LEADER 06206oam 2200649Mu 450 001 9910758490403321 005 20241107101020.0 010 $a9781315401089 010 $a1315401088 010 $a9781315401102 010 $a131540110X 010 $a9781315401096 010 $a1315401096 024 8 $a10.4324/9781315401102 035 $a(CKB)4100000009589973 035 $a(MiAaPQ)EBC5945616 035 $a(OCoLC)1124607350 035 $a(OCoLC-P)1124607350 035 $a(FlBoTFG)9781315401102 035 $a(ScCtBLL)e6a1576d-fac4-4ca0-9476-4f3a35676351 035 $a(ODN)ODN0004852204 035 $a(EXLCZ)994100000009589973 100 $a20191019d2019 uy 0 101 0 $aeng 135 $aurcnu---unuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aCodeswitching in the classroom $ecritical perspectives on teaching, learning, policy, and ideology /$fedited by Jeff MacSwan and Christian J. Faltis 205 $a1 ed. 210 $aFlorence $cRoutledge$d2019 215 $a1 online resource (311 pages) 225 0 $aLanguage education tensions in global and local contexts 300 $aDescription based upon print version of record. 300 $a8. ¿Que? quieren de mi??: Examining Elementary School Teachers' Belief Systems about Language Use in the Classroom 311 08$a1-138-22505-3 311 08$a1-138-22506-1 327 $aCover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of Illustrations; Contributors; Series Editors' Introduction; Preface; PART I: Theory and Context; 1. Sociolinguistic and Linguistic Foundations of Codeswitching Research; Codeswitching as Language Use; Codeswitching as Language Structure; Codeswitching, Mental Grammars, and Linguistic Repertoires; Codeswitching and Education; Acknowledgments; Note; References; 2. Pedagogical Codeswitching and Translanguaging in Bilingual Schooling Contexts: Critical Practices for Bilingual Teacher Education 327 $aA Brief History of CodeswitchingDiglossia and Bilingual Education; Becoming a Bilingual Teacher in the US through Teacher Education Programs; The New Concurrent Approach: An Extraordinary Pedagogy; New Ways of Re-imagining Language; The Move toward Translanguaging in Bilingual Education; Final Thoughts on Pedagogical Codeswitching and Translanguaging; Notes; References; PART II: Teaching and Learning; 3. Exploring the Pedagogical Potential of Translanguaging in Peer Reading Interactions; Introduction; Background Literature; Methodology; Findings; Conclusions and Implications; Note 327 $aAppendix: Transcription conventionsReferences; 4. Codeswitching and Mathematics Learners: How Hybrid Language Practices Provide Resources for Student Participation in Mathematical Practices; Summary of Past Research; A Sociocultural Perspective of Academic Literacy in Mathematics; Hybrid Language Practices During Mathematical Discussions; Recommendations for Instruction; Notes; References; 5. Sandwiching, Polylanguaging, Translanguaging, and Codeswitching: Challenging Monolingual Dogma in Institutionalized Language Teaching; Introduction: Institutionalized Language Teaching 327 $aTransforming Language into an Academic SubjectCurricularizing Language in Institutionalized Language Instruction; Core Elements and Learning Programs; A Key Core Element: The Choice of Instructional Language; Monolingual Orthodoxy: Perspectives on Own Language Use as the Language of Instruction; Mainstream Challenges to Monolingual Orthodoxy; Evolving Challenges to Monolingual Orthodoxy: New Terms and New Meanings; The Future of Monolingual Orthodoxy in Institutionalized Language Teaching; The Question of Ideology; The Question of Specificity; Note; References 327 $a6. Effects of Home Codeswitching Practices on Bilingual Language AcquisitionCodeswitching and Bilingual First Language Acquisition; The Present Study; Analysis and Findings; Discussion; Acknowledgments; References; 7. Young Emergent Bilinguals' Literate and Languaging Practices in Story Retelling; Introduction; Developing Bilingual Literacy in Early Childhood; Method; Findings; Discussion and Implications for Teaching Young, Emergent Bilinguals; Notes; References; PART III: Policy and Ideology 330 $aBringing together sociolinguistic, linguistic, and educational perspectives, this cuttingedge 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 policyrelated issues and obstacles in classroom settings--the pedagogical consequences of codeswitching for teaching and learning of language and content in oneway and twoway 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. 606 $aCode switching (Linguistics) 615 0$aCode switching (Linguistics) 676 $a306.44 686 $aFOR007000$2bisacsh 700 $aMacSwan$b Jeff 701 $aMacSwan$b Jeff$f1961-$01438068 701 $aFaltis$b Christian$f1950-$01097043 712 02$aRoutledge (Firm) 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910758490403321 996 $aCodeswitching in the classroom$93599100 997 $aUNINA