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Classroom code-switching in post-colonial contexts
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By M. A. K. Halliday London & Baltimore: Edward Arnold, 1985. Pp. xxxv, 387. (1989)Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2001)English language education in Indonesia: A review of research (2011–2019) (2020)Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis (2021)Teachers' multilingual beliefs and practices in English classrooms: A scoping review (2023)Qualitative Data Analysis: A Methods Sourcebook (1988)The Art of Case Study Research (1996)Using thematic analysis in psychology (2006)Language ideologies and epistemic exclusion (2018)Young students’ diverse resources for meaning making in science: learning from multilingual contexts (2019)Translanguaging or unequal languaging? 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(1998)Social Capital in the Creation of Human Capital (2000)Translanguaging : towards a dynamic model of bilingualism at school / Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela (2014)Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015)Socio-Politically Relevant Pedagogy for Immigrant and Refugee Youth (2017)
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  • 2005Why that, in that language, right now? Code-switching and pedagogical focus215 cited
  • 2020Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language174 cited
  • 2012Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study145 cited
  • 2014Translanguaging practices at a bilingual university: a case study of a science classroom142 cited
  • 2016Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions141 cited
  • 2012Additive schooling in subtractive times: bilingual education and Dominican immigrant youth in the Heights135 cited
  • 2016Heteroglossic practices in a multilingual science classroom133 cited
  • 2009What next? Towards an agenda for classroom codeswitching research123 cited
  • 2011Teaching and learning in two languages in African classrooms91 cited
  • 2009Conflicts and tensions in classroom codeswitching: an introduction90 cited
  • 2019Translanguaging as a pedagogy for equity of language minoritized students88 cited
  • 2018Translingual practices in English classrooms in India: current perceptions and future possibilities86 cited
  • 2014An analysis of the teachers' use of L1 in Turkish EFL classrooms

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86 cited
  • 2016Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces85 cited
  • 2010‘Medium of instruction’ vs. ‘medium of classroom interaction’: language choice in a French complementary school classroom in Scotland81 cited
  • 2007Singlish in the School: An Impediment or a Resource?79 cited