‘Smuggling the vernacular into the classroom’: conflicts and tensions in classroom codeswitching in township/rural schools in South Africa

By M. Probyn. 2009

243 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9dbb6fe93fb43736bdffb4464fa11b894c03bb03

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. Y. Lo
2. E. Macaro
3. Eric Lo
4. Mileidis Gort
5. R. Pontier
6. Margie Childs
7. U. Hoadley
8. D. Posel

In Literature and Literary Theory

1. Y. Lo
2. E. Macaro
3. Eric Lo
4. Mileidis Gort
5. R. Pontier
6. Margie Childs
7. U. Hoadley
8. D. Posel

Citations in the corpus

• What do we know about teaching and learning in South African primary schools (2012, background): “and ‘translanguaging’ in classrooms to help learners cope with the demands of learning in an additonal language (Macdonald, 1990; Probyn, 2009; Setati et al, 2002; Desai, 2001; Brock-Unte and Holmarscottir, 2004).”
• Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings (2016, background): “…students as emerging experts in various activities characteristic of local culturally based practices (Auleear Owodally, 2012; Creese & Blackledge, 2010, 2011; De Mejía, 1998; Kang, 2008; Probyn, 2009; Sayer, 2013), allowing students to operate at rich cognitive and cultural levels (Forman, 2007).”
• English Language Proficiency and Earnings in a Developing Country: The Case of South Africa (2011, background): “The reality in post-apartheid South Africa, however, is that English remains the dominant language, and although only ten percent of South Africans speak English as their home language, the language has “gained in power . . . at the cost of Afrikaans and African languages” (Probyn 2009: 126).”
• Reflecting on Translanguaging in Multilingual Classrooms: Harnessing the Power of Poetry and Photography (2016, background): “Those operating essentially with a monolingual orientation often reject translanguaging (Heugh, 2015; Probyn, 2009, 2015).”
• 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 medium of instruction and classroom interaction: evidence from Hong Kong secondary schools (2012, result): “This corresponds to previous research disclosing the discrepancy between ‘policy’ and ‘classroom practices’ in both Hong Kong and other contexts (e.g. Evans 2009; Probyn 2009).”