Codeswitching in the L2 Classroom: A Communication and Learning Strategy

By E. Macaro. 2005

317 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9c1c684820581dfa48ee7cbf884c0a14ff498f2c

How researchers see this paper

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

In Developmental and Educational Psychology

1. N. Kelly
2. Jennifer Bruen
3. Ofra Inbar-Lourie
4. Y. Lo
5. G. Hall
6. Guy Cook
7. E. Macaro
8. Philippa Bell

In Language and Linguistics

1. Y. Lo
2. N. Kelly
3. Jennifer Bruen
4. Ofra Inbar-Lourie
5. G. Hall
6. Guy Cook
7. E. Macaro
8. Philippa Bell

Citations in the corpus

• First Language Use in Second and Foreign Language Learning (2009, unknown): “The Virtual Position and the Maximal Position As Macaro (2005) points out, there is a continuum of perspectives on target language and fi rst language use.”
• Own-language use in language teaching and learning (2012, background): “Consequently, Macaro (2006) notes that codeswitching and immediate translation during breakdowns in classroom discourse can also lighten the cognitive load on learners, facilitating the processing of other input and providing ‘an efficient shortcut, more related to the learning processes the…”
• English only? The linguistic choices of teachers of young EFL learners (2010, background): “…concessions towards mother-tongue use can be found in some teaching manuals and course books, the basically monolingual TL approach is still largely understood to be axiomatic, and as such, has a major impact on teaching beliefs, teaching methods and teacher training programs (Macaro, 2001, 2005).”
• Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, methodology): “…that there should always be a good and valid reason for the use of the L1, such as to ensure comprehension (an additional context identified by Macaro 2005) in explaining grammar at lower proficiency levels, for example, and highlighted that it should not be over-used: I think balance is very…”
• The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools (2012, background): “In both these strands there is the added dimension of code-switching in interaction (e.g. Macaro 2005) and code choice (e.g. Levine 2011) and this dimension clearly has a part to play in framing our study.”
• 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).”