Analysing Student Teachers' Codeswitching in Foreign Language Classrooms: Theories and Decision Making.

By E. Macaro. 2001

537 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4454af47572c9a12dc5504129f2aea6a04769f29

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. E. Macaro
2. N. Kelly
3. Jennifer Bruen
4. Y. Lo
5. Jack K. H. Pun
6. B. Mcmillan
7. D. Rivers
8. Lili Tian

In Literature and Literary Theory

1. E. Macaro
2. Y. Lo
3. Jack K. H. Pun
4. Lili Tian
5. N. Kelly
6. Jennifer Bruen
7. Jennifer Dailey-O’Cain
8. B. Mcmillan

Citations in the corpus

• The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, background): “In a study of six pre-service teachers in French secondary classrooms in England, Macaro (2001) found a low amount of L1 use but a considerable range from 0% to 15.2%, with an average of 6.9%.”
• The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools (2012, methodology): “Such choice of language was estimated by sampling the lesson every five seconds and then coding it according to the speaker and language being used, a technique used by Macaro (2001) in his analysis of teacher code-switching behaviour.”
• First and second language use in English medium instruction contexts (2018, background): “In line with this shift in perspectives, different terminologies have been adopted with regard to the L1 in the L2 classroom: simply calling it ‘L1 use’ (Levine, 2003), ‘use of the mother tongue’ (Kharma & Hajjaj, 1989), ‘use of the native language’ (Rolin-Ianziti & Brownlie, 2002), ‘use of the main”
• Language choices and pedagogic functions in the foreign language classroom: a cross-linguistic functional analysis of teacher talk (2005, background): “…choices tend to take the amount of TL use by the teacher as the primary yardstick for determining the general quality of the classroom linguistic environment (e.g., Duff and Polio, 1990; Guthrie, 1987; Macaro, 2001; Mitchell and Johnstone, 1986; Mitchell et al., 1981; Turnbull, 1999; Wing, 1987).”
• First Language Use in Second and Foreign Language Learning (2009, unknown): “These articles prompted subsequent research concerning the proper use of the L1 in foreign and second language classrooms (Chavez, 2003; Cook, 2001; Levine, 2003, 2005; Liebscher & Dailey-O’Cain, 2004; Macaro, 2001; Turnbull, 2001; Turnbull & Arnett, 2002).”
• THE ATTITUDES OF TEACHERS AND STUDENTS TOWARDS USING ARABIC IN EFL CLASSROOMS IN SAUDI PUBLIC SCHOOLS- A CASE STUDY (2010, background): “Therefore, the arguments for discouraging L1 in L2 classrooms, mentioned above, have not provided strong evidence for avoiding L1, nor have clear reasons for banning L1 been identified (Macaro, 2001).”
• The practice of policy: Teacher attitudes toward “English only” (2011, methodology): “The monolingual approach has long been prescribed by official policies in the field of English Language Teaching (ELT) (Kumaravadivelu, 2003; Macaro, 2001; Phillipson, 1992) as well as in other contexts (McMillan and Turnbull, 2009).”
• How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning (2015, methodology): “It was done by sampling the lesson every 5 seconds and then coding it according to the speaker and language being used (Macaro 2001).”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “…is perfectly possible to exclude it completely, and hold that it is detrimental to allow it or use it (the ‘virtual position’; for this terminology, see Macaro, 2000, 2001; McMillan & Turnbull, 2009); • those that believe it is highly desirable to exclude it, but who are unable to do so (the…”
• First and second language knowledge in the language classroom (2010, background): “But recently, Cook (2001), Macaro (2001, 2005), Nation (2001), Turnbull (2001) and others have questioned this position, arguing that teachers can refer to the learners’ first language (L1) in ways that have distinct benefits in the process of learning a second (L2).”
• English only? The linguistic choices of teachers of young EFL learners (2010, background): “…found to range as much as between 10 per cent to 90 per cent per lesson (i.e. the percentage of L1 use by the teacher out of the overall teacher-talk in a given classroom period, as in Duff & Polio, 1990), versus levels of L1 use fixed relatively low in other cases (Guthrie, 1984; Macaro, 2001).”