Abstract
Classroom code-switching refers to the alternating use of more than one linguistic code in the classroom by any of the classroom participants. This chapter provides a review of the historical development of the different research paradigms and approaches adopted in various studies. The difficulties and problems faced by this field of studies and critical reflections on how this field might move forward in the future are discussed. Copyright © 2017 Springer International Publishing AG.
| Original language | English |
|---|---|
| Title of host publication | Code-switching in the classroom: Research paradigms and approaches |
| Editors | Kendall A. KING, Yi-Ju LAI, Stephen MAY |
| Place of Publication | Cham |
| Publisher | Springer |
| Pages | 487-501 |
| Edition | Third edition |
| ISBN (Electronic) | 9783319022499 |
| ISBN (Print) | 9783319022482 |
| DOIs | |
| Publication status | Published - 2017 |
Citation
Lin, A. M. Y. (2017). Code-switching in the classroom: Research paradigms and approaches. In K. A. King, Y.-J. Lai, & S. May (Eds.), Code-switching in the classroom: Research paradigms and approaches (3rd ed., pp. 487-501). Springer. https://doi.org/10.1007/978-3-319-02249-9_34Keywords
- Classroom code-switching
- Disciplinary plurilinguals
- Translanguaging
- Discourse formats
- Mode-switching