Why that, in that language, right now? Code-switching and pedagogical focus

By Eda Üstünel, Paul Seedhouse. 2005

236 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4a3a3cf6fa034bc66db58e4acebbd7dbe4c421c3

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. G. Hall
3. Guy Cook
4. Jack K. H. Pun
5. Lili Tian
6. Pat Moore
7. Li-feng Chu
8. Tarja Nikula

In Literature and Literary Theory

1. E. Macaro
2. Jack K. H. Pun
3. Lili Tian
4. Pat Moore
5. G. Hall
6. Guy Cook
7. Li-feng Chu
8. Tarja Nikula

Citations in the corpus

• 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): “Along with other researchers in the field (e.g. Ferguson, 2003; Üstünel & Seedhouse, 2005) we have adopted the term ‘teacher codeswitching’ rather than ‘teacher use of L1’ in order to draw a distinction between them.”
• First and second language use in English medium instruction contexts (2018, methodology): “Our findings also show that teachers switched for a range of functions, similar to that in SLA classroom discourse (e.g. Ustunel & Seedhouse, 2005), with no obvious differences in range from SLA classrooms.”
• Exploring translanguaging in CLIL (2019, background): “In multilingual spaces, language choices can be taken as indicators of alignment (Cromdal 2004; Üstünel and Seedhouse 2005) and from this perspective S3, presumably prompted by the teacher joining their group, appears to make an effort to align with medium of instruction norms.”
• First Language Use in Second and Foreign Language Learning (2009, unknown): “…fi rst language when their target-language knowledge is insuffi cient, learners in fact develop codeswitching practices that resemble those practices used by advanced bilinguals and native speakers (e.g. Dailey-O’Cain & Liebscher, 2006; Liebscher & Dailey-O’Cain, 2004; Ustunel & Seedhouse, 2005).”
• The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, background): “SLA studies which have observed the functions of L1 use have reported that teachers used it for a wide range of purposes (e.g. Jafari and Shokrpour 2013; Polio and Duff 1994; Raschka, Sercombe and Chi-ling 2009; Üstünel and Seedhouse 2005), including: giving instructions about tasks, translating wor”
• Own-language use in language teaching and learning (2012, background): “Meanwhile, Ustunel & Seedhouse (2005), asking ‘why that, in that language, right now?’”