Code-Switching, Intuitive Knowledge, and the Bilingual Classroom.

Autor/in	Aguirre, Adalberto, Jr.
Titel	Code-Switching, Intuitive Knowledge, and the Bilingual Classroom.
Quelle	(1988), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Behavior Patterns; Bilingual Education; Bilingual Students; Bilingual Teachers; Code Switching (Language); Educational Strategies; Student Characteristics; Teacher Attitudes + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Lehrstrategie; Lehrerverhalten
Abstract	The role of language alternation, or code-switching, in the bilingual classroom can be used as a teaching and learning strategy. Code-switching is simply a recognition of the fact that more than one language can define events and persons. Not all forms of code-switching are regarded as acceptable in the bilingual classroom. Language alternation in bilingual classrooms must be meaningful in itself and not simply reflect a language choice. A teacher who is bilingual has intuitive knowledge of bilingual behavior that can be instrumental in constructing a sociolinguistic profile of the student in the bilingual classroom. With this knowledge, the teacher can determine (1) what is being switched and how it is being switched; (2) whether a student is mixing or alternating languages in a manner that communicates confusion; and (3) criteria for separating meaningful from meaningless code-switching. Based on these discoveries, the teacher can structure classroom behavior more effectively. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01