Chapter 2. Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use

By E. Macaro. 2009

194 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/38ca22407c8967d01cf8e54aacb5c78524534ddd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. G. Hall
2. Eric Lo
3. N. Kelly
4. Guy Cook
5. B. Mcmillan
6. D. Lasagabaster
7. Jennifer Bruen
8. D. Rivers

In Literature and Literary Theory

1. G. Hall
2. Eric Lo
3. N. Kelly
4. Guy Cook
5. B. Mcmillan
6. D. Lasagabaster
7. Jennifer Bruen
8. D. Rivers

Citations in the corpus

• Own-language use in language teaching and learning (2012, background): “…been several calls for more research to find an ‘appropriate ratio’ of own to new language use (Crawford 2004) and ‘when and why’ the learners’ own language might be used (Turnbull & Arnett 2002; see also Stern 1992, Macaro 1997, 2006, 2009a; Meiring & Norman 2002; Turnbull & Dailey-O’Cain 2009).”
• Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, result): “However, it should be pointed out that such an approach is in keeping with Macaro’s definition of the optimal position, which requires teachers to exercise judgement on the possible detrimental effects of not drawing on the learners’ L1 in particular situations (Macaro 2009: 38).”
• The practice of policy: Teacher attitudes toward “English only” (2011, background): “Teacher beliefs regarding L1 use in CLT For some teachers, CLTentails viewing the use of the learner’s L1 as counterproductive to the learning process or as an unfortunate but sometimes necessary recourse (Macaro, 1997, 2001, 2009).”
• A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “However, as some researchers may argue (e.g., Lin, 2006; Macaro, 2009; Probyn, 2009), judicious and principled code-switching may actually be helpful and effective for some learners.”
• The use of the L1 in CLIL classes: The teachers’ perspective (2013, background): “In this vein, Macaro (2009) identifies a continuum of perspectives on L1 and L2 use.”