Codeswitching in the classroom: Critical perspectives on teaching, learning, policy, and ideology

Abstract

Learning, Policy, and Ideology showcases a collection of essays by academic scholars who examine the history of the sociolinguistic foundations of codeswitching research and discuss how bilingual programs shifted over the years from English-only policies to support bilingual education policies, and back to English-driven policies.Using data from their qualitative research, the contributors examine how the inconsistencies in bilingual education policies affect how teachers define and implement bilingual programs into their classrooms, explicitly addressing codeswitching.The authors argue that teachers' attitudes regarding bilingualism vary due to the contradicting language policies.They expound that some teachers view codeswitching as an essential part of student identity and a way to resist the hegemony of English.In contrast, other teachers believe that codeswitching hinders the process of English language proficiency.The contributors also

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