In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students' first language in the EFL 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 particular situation, 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.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
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: International Case Studies (2012, edited with Anne Burns) and Creating Communities of Learning: International Case Studies and Perspectives (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 ).
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Paperback. Etat : New. 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. N° de réf. du vendeur LU-9781783090891
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Paperback. Etat : new. Paperback. 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. In multilingual societies, codeswitching is a daily occurrence, yet the use of students' 1st language in the EFL classroom has been discouraged. This volume examines current theoretical work on codeswitching and the convergence and divergence between university language teachers' beliefs about codeswitching and their classroom practice. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781783090891
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Paperback. Etat : New. 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. N° de réf. du vendeur LU-9781783090891
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