The English as a foreign language classroom is a plurilingual setting par
excellence since it involves at least two languages. However, plurilingual
practices such as code-switching and translation have been consistently
discouraged in formal learning contexts, based on the belief that keeping
languages compartmentalized helps learning, and allowing the simultaneous
presence of two (or more) languages favours interference (negative transfer), a
lack of learner interest in using the foreign language(s), or a reduction in foreign
language exposure. Two specific plurilingual learning strategies will be described
here. Pedagogically Based Code-switching and Translation for Other Learning
Contexts are means to advance communicative development through language
in action (noticing, understanding, using, and monitoring), based chiefly on the
notions of ‘translanguaging’ and ‘multi-competence’. We present a rationale
for an informed use of code-switching and translation along with tasks that
can be easily included in the foreign language syllabus, and reference is made
to ongoing research to identify further connections between the two classroom
strategies.

j180

371.3-cris

Perpustakaan FITK Pusat

Tersedia

• Switching codes in the plurilingual classroom

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