Codeswitching in university English-medium Classes:Asian perspectives
Roger Barnard, James McLellanThe central theme of this book is to consider the use of the students’ first language as well as the target language (i.e. codeswitching) in English language classrooms. The research undertaken for this book sought to uncover the codeswitching practices and beliefs of university teachers of English-medium classes in about twenty contexts across Asia. The authors of the case studies recorded and transcribed language lessons in their particular context, and calculated the amount of time spent on the students’ first language and the pedagogical functions served by this switching from English. Subsequently, they interviewed the teachers concerned to elicit their reasons for codeswitching. Each case study was commented on by a researcher in another context, often adding further examples from their own research. The main implication that can be drawn from these case studies – and the valuable introductory and concluding chapters – is that it is unwise to impose a monolingual policy in language classrooms; rather, teachers should be entitled to use all the linguistic resources available to them and their students in order to negotiate for meaning and to promote language learning.
Multilingual Matters (Dec, 2013)