This volume offers fresh perspectives on a controversial issue in
applied linguistics and language teaching by focusing on the use of
the first language in communicative or immersion-type classrooms.
It includes new work by both new and established scholars in
educational scholarship, second language acquisition, and
sociolinguistics, as well as in a variety of languages, countries,
and educational contexts. Through its focus at the intersection of
theory, practice, curriculum and policy, the book demands a
reconceptualization of code-switching as something that both
proficient and aspiring bilinguals do naturally, and as a practice
that is inherently linked with bilingual code-switching.
General
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