Skip to main content
SpringerLink
Log in

Codeswitching in the L2 Classroom: A Communication and Learning Strategy

  • Chapter
Non-Native Language Teachers

Part of the book series: Educational Linguistics ((EDUL,volume 5))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

11. References

  • Asher, C. (1993). Using The target language as the medium of instruction in the communicative classroom: the influence of practice on principle. Studies in Modern Languages Education, 1, 53–71.

    Google Scholar 

  • Baddeley, A.D., & Logie, R.H. (1999). Working memory: The multiple-component model. In A. Myake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control. Cambridge: Cambridge University Press. 28–61.

    Google Scholar 

  • Bailey, N., Madden, C. & Krashen, S. (1974). Is there a ‘natural sequence’ in adult second language learning? Language Learning, 24(2), 235–243.

    Google Scholar 

  • Bishop, G. (2000). Dictionaries, examinations and stress. Language Learning Journal, 21, 57–65.

    Google Scholar 

  • Brown, T.S. & Perry, F.L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25(4), 655–670.

    Google Scholar 

  • Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.

    Google Scholar 

  • Chung, J. M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295–308.

    Google Scholar 

  • Clark, A., & Trafford, J. (1996). Return to gender: Boys’ and girls’ attitudes and achievements. Language Learning Journal, 14, 40–49.

    Google Scholar 

  • Cohen, A.D. (1998). Strategies in learning and using a second language. London: Longman.

    Google Scholar 

  • Cohen, A.D. & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. Modern Language Journal, 85(2), 169–188.

    Article  Google Scholar 

  • Department of Education and Science (1990). National curriculum modern foreign languages working group: Initial advice. London: HMSO.

    Google Scholar 

  • Department of Education for Northern Ireland (1985). Good practice in education. Paper 2. Modern languages teaching in Northern Ireland. Bangor, Northern Ireland: Department of Education for Northern Ireland.

    Google Scholar 

  • Di Pietro, R.J. (1987). Strategic interaction. Cambridge: Cambridge University Press.

    Google Scholar 

  • Dickson, P. (1992). Using the target language in modern foreign language classrooms. Slough: NFER.

    Google Scholar 

  • Duff, P.A. & Polio, C.G. (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74(2), 154–166.

    Google Scholar 

  • Dulay, H. & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24(1), 37–53.

    Google Scholar 

  • Friedlander, A. (1990). Composing in English: Effects of first language on writing in English as a second language. In B. Kroll (Ed.), Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press. 109–125.

    Google Scholar 

  • Harley, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly, 34(4), 769–777.

    Google Scholar 

  • Hopkins, S. (1989). Use of the mother tongue in the teaching of English as a second language to adults. TESOL Quarterly, 2(1), 18–24.

    Google Scholar 

  • Jones, B., Jones, G., Demetriou, H., Downes, P. & Ruddock J. (2001). Boys’ performance in modern foreign languages: Listening to the learners. London: CILT.

    Google Scholar 

  • Kern, R.G. (1994). The role of mental translation in second language reading. Studies in Second Language Acquisition, 16(4), 441–61.

    Article  Google Scholar 

  • Knight, S. (1996). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal, 78(3), 285–299.

    Google Scholar 

  • Kobayashi, H. & Rinnert, C. (1992). Effects of first language on second language writing: Translation versus direct composition. Language Learning, 42(2), 183–215.

    Google Scholar 

  • Krashen, S.D. (1987). Principles and practice in second language acquisition. Hemel: Prentice Hall.

    Google Scholar 

  • Krashen, S.D. & Terrell, T.D. (1988). The Natural Approach. London: Prentice Hall.

    Google Scholar 

  • Lally, C.G. (2000). First language influences in second language composition: The effect of pre-writing. Foreign Language Annals, 33(4), 428–432.

    Article  Google Scholar 

  • Libben, G. (2000). Representation and processing in the second language lexicon: The homogeneity hypothesis. In J. Archibald (Ed.), Second language acquisition and linguistic theory. Oxford: Blackwell. 228–248.

    Google Scholar 

  • Long, M. H. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences, 379. 259–278.

    Google Scholar 

  • Lotto, L. & de Groot, A. M. B. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 48(1), 31–69.

    Article  Google Scholar 

  • Macaro, E. (1997). Target language collaborative learning and autonomy. Clevedon: Multilingual Matters.

    Google Scholar 

  • Macaro, E. (2000a). Issues in target language teaching. In K. Field (Ed.), Issues in modern foreign language teaching. London: Routledge. 171–189.

    Google Scholar 

  • Macaro, E. (2000b). Learner strategies in foreign language learning: cross-national factors. Tuttitalia, 22, 9–18.

    Google Scholar 

  • Macaro, E. (2001a). Learning strategies in foreign and second language classrooms. London: Continuum.

    Google Scholar 

  • Macaro, E. (2001b). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85(4), 531–548.

    Article  Google Scholar 

  • Macaro, E. & Mutton, T. (2002). Developing language teachers through a co-researcher model. Language Learning Journal, 25, 27–39.

    Google Scholar 

  • Myake, A. & Shah, P. (Eds.) (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge: Cambridge University Press.

    Google Scholar 

  • Neather, T., Woods, C., Rodriguez, I., Davis, M. & Dunne, E. (1995). Target language testing in modern foreign languages. Report of a project commissioned by the School Curriculum and Assessment Authority. London: SCAA.

    Google Scholar 

  • Office for Standards in Education — OFSTED (1993). Handbook. Inspection schedule. London: HMSO.

    Google Scholar 

  • Office for Standards in Education — OFSTED (1995). Modern foreign languages: A review of inspection findings 1993/94. London: HMSO.

    Google Scholar 

  • Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

    Google Scholar 

  • Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes and outcomes. Language Learning, 44(3), 493–527.

    Google Scholar 

  • Prahbu, N.S. (1987). Second language pedagogy. Oxford: Oxford University Press.

    Google Scholar 

  • Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. Modern Language Journal, 80(4), 478–493.

    Google Scholar 

  • Qi, D.S. (1998). An inquiry into language switching in second language composing processes. Canadian Modern Language Review, 54(3), 413–435.

    Google Scholar 

  • Sinclair, J. & Brazil D. (1982). Teacher talk. Oxford: Oxford University Press.

    Google Scholar 

  • Sinclair, J. & Coulthard, R.M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.

    Google Scholar 

  • Skehan, P. (1998). A Cognitive approach to language learning. Oxford: Oxford University Press.

    Google Scholar 

  • Spada, N. & Lightbown, P.M. (1999). Instruction, first language influence and developmental readiness in second language acquisition. Modern Language Journal, 83(1), 1–22.

    Article  Google Scholar 

  • Stables, A. & Wikeley, F. (1999). From bad to worse? Pupils’ attitudes to modern foreign languages at ages 14 and 15. Language Learning Journal, 20, 27–31.

    Google Scholar 

  • Tarone, E. & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal, 79(2), 166–78.

    Google Scholar 

  • Weinreich, U. (1953) (cited in Libben). Languages in contact: Findings and problems. New York: Linguistic Circle of New York.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Oxford, Oxford

    Ernesto Macaro

Authors
  1. Ernesto Macaro
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Universitat de Lleida, Spain

    Enric Llurda

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Macaro, E. (2005). Codeswitching in the L2 Classroom: A Communication and Learning Strategy. In: Llurda, E. (eds) Non-Native Language Teachers. Educational Linguistics, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24565-0_5

Download citation

Publish with us

Policies and ethics

Search

Navigation