Learner Code-Switching in the Content-Based Foreign Language Classroom

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The practice of policy: Teacher attitudes toward “English only” (2011, background): “Similarly, Levine (2009) proposes strategies for increasing learner awareness of useful codeswitching, while Dailey-O’Cain and Liebscher (2009; see also Liebscher and Dailey-O’Cain, 2004) have shown that learners can also developnaturalistic norms of codeswitching on their own.”
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, background): “Furthermore, as the use of L1 is a sign of learners’ sociolinguistic expression of their emerging bilingual status, it bridges their identity as speakers of L1 with the creation of a new self in the L2 (Belz, 2003; Chavez, 2003; Liebscher & Dailey-O’Cain, 2004).”
Own-language use in language teaching and learning (2012, background): “South Korean High School, for up to 32% of class time (Liu et al. 2004). Moreover, Copland & Neokleous (2011) observed a range of own-language use in a Cypriot language school, from lessons conducted almost wholly in English to classes handled almost wholly in Greek.”