¿"Por Qué Estamos" Code-Switching? Understanding Language Use in a Second-Grade Classroom

Autor/inn/en	Hopewell, Susan; Abril-Gonzalez, Patricia
Titel	¿"Por Qué Estamos" Code-Switching? Understanding Language Use in a Second-Grade Classroom
Quelle	In: Bilingual Research Journal, 42 (2019) 1, S.105-120 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1561554
Schlagwörter	Code Switching (Language); Language Usage; Grade 2; Elementary School Students; Bilingual Education; Intercultural Communication; Spanish; English; Language Acquisition; Metalinguistics; Humor; Interpersonal Communication; Communicative Competence (Languages); Prosocial Behavior; Cultural Traits; Emotional Response + Suchen Sie Ihr Suchwort? Sprachgebrauch; School year 02; 2. Schuljahr; Schuljahr 02; Bilingual teaching; Bilingualer Unterricht; Interkulturelle Kommunikation; Spanisch; English language; Englisch; Sprachaneignung; Spracherwerb; Metalanguage; Metasprache; Humoristische Darstellung; Interpersonale Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Emotionales Verhalten
Abstract	In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguaging with humanizing pedagogies to examine how and for what purposes a second-grade teacher and her students used Spanish and English in support of language development during a literacy-based English Language Development block within a paired literacy bilingual education model. Data analyses included deductive and inductive coding of multilingual exchanges, specifically drawing upon Baker's 13 overlapping purposes for codeswitching. Findings reveal that the teacher and students employed seven of Baker's purposes, while also exhibiting three additional purposes: (1) Respect and Terms of Endearment, (2) Excitement, and (3) Intentional Pedagogical Use to Expand Metalinguistic Awareness. Our discussion includes pedagogical implications for biliteracy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01