Use of code-switching in multilingual content subject and language classrooms

References

• Adendorff, R. (1993). Codeswitching amongst Zulu-speaking teachers and their pupils: Its functions and implications for teacher education. Language and Education, 7(3), 141–162. doi: 10.1080/09500789309541356
   Google Scholar
• Arthur, J. (2001). Codeswitching and collusion: Classroom interaction in Botswana primary schools. In M. Heller & M. Martin-Jones (Eds.), Voices of authority: Education and linguistic difference (pp. 57–76). Westport, CT: Ablex.
   Google Scholar
• Auer, P. (1998). Bilingual conversation revisited. In P. Auer (Ed.), Code-switching in conversation: Language, interaction and identity (pp. 1–24). London: Routledge.
   Google Scholar
• Bohn, A. P. (2003). Familiar voices. Urban Education, 38(6), 688–707. doi: 10.1177/0042085903257315
   Web of Science ®Google Scholar
• Brock-Utne, B., & Holmarsdottir, H. B. (2004). Language policies and practices in Tanzania and South Africa: Problems and challenges. International Journal of Educational Development, 24(1), 67–83. doi: 10.1016/j.ijedudev.2003.10.002
   Web of Science ®Google Scholar
• Camilleri, A. (1996). Language values and identities: Code switching in secondary classrooms in Malta. Linguistics and Education, 8(1), 85–103. doi: 10.1016/S0898-5898(96)90007-8
   Google Scholar
• Canagarajah, A. S. (1995). Functions of codeswitching in ESL classrooms: Socialising bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, 16(3), 173–195. doi: 10.1080/01434632.1995.9994599
   Google Scholar
• Christianakis, M. (2011). Hybrid texts: Fifth graders, rap music, and writing. Urban Education, 46(5), 1131–1168. doi: 10.1177/0042085911400326
   Web of Science ®Google Scholar
• Department of Statistics. (2010). Census of population 2010 statistical release 1: Demographic characteristics, education, language and religion. Retrieved from http://www.singstat.gov.sg
   Google Scholar
• Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16, 38–51. doi: 10.1075/aila.16.05fer
   Google Scholar
• Games, P. A., & Howell, J. F. (1976). Pairwise multiple comparisons with unequal n’s and/ or variances: A Monte Carlo study. Journal of Educational Statistics, 1, 113–125.
   Google Scholar
• Godley, A. J., & Minnici, A. (2008). Critical language pedagogy in an urban high school English class. Urban Education, 43(3), 319–346. doi: 10.1177/0042085907311801
   Web of Science ®Google Scholar
• Goffman, E. (1974). Frame analysis. New York, NY: Harper and Row.
   Google Scholar
• Graham, B. E. (2010). Mother tongue education: Necessary? Possible? Sustainable? Language and Education, 24(4), 309–321. doi: 10.1080/09500781003678696
   Web of Science ®Google Scholar
• Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press.
   Google Scholar
• Gupta, A. F. (1994). The step-tongue: Children’s English in Singapore. Clevedon: Multilingual Matters.
   Google Scholar
• Holmarsdottir, H. B. (2006). Language alternation as a coping strategy among teachers in South African classrooms. In B. Brock-Utne, Z. Desai, & M. Qorro (Eds.), Focus on fresh data on the language of instruction debate in Tanzania and South Africa (pp. 193–217). Cape Town: African Minds.
   Google Scholar
• Jones, J. J., & Barkhuizen, G. (2011). ‘It is two-way traffic’: Teachers’ tensions in the implementation of the Kenyan language-in-education policy. International Journal of Bilingual Education and Bilingualism, 14(5), 513–530. doi: 10.1080/13670050.2010.532540
   Web of Science ®Google Scholar
• Kwek, Y. P. M. (2005). English teachers using Singapore Colloquial English in the classroom: An examination of two secondary school teachers’ lessons (Unpublished Honours Academic Exercise). Singapore: National Institute of Education.
   Google Scholar
• Lee, C. D. (2006). ‘Every good-bye ain’t gone’: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19(3), 305–327. doi: 10.1080/09518390600696729
   Google Scholar
• Lim, L., & Foley, J. (2004). English in Singapore and Singapore English. In L. Lim (Ed.), Singapore English: A grammatical description (pp. 1–18). Amsterdam: John Benjamins.
   Google Scholar
• Lin, A. M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33, 303–412. doi: 10.2307/3587671
   Web of Science ®Google Scholar
• Lin, A. M. Y. (2008). Code-switching in the classroom: Research paradigms and approaches. In K. A. King & N. H. Hornberger (Eds.), Encyclopedia of language and education: Research methods in language and education (pp. 273–286). Philadelphia, PA: Springer.
   Google Scholar
• Li Wei. (2002). ‘What do you want me to say?’ On the conversation analysis approach to bilingual interaction. Language in Society, 31, 159–180.
   Web of Science ®Google Scholar
• Luke, A., Freebody, P., Lau, S., & Gopinathan, S. (2005). Towards research-based innovation and reform: Singapore schooling in transition. Asia Pacific Journal of Education, 25(1), 5–28. doi: 10.1080/02188790500032467
   Google Scholar
• Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Martin, P. W. (1996). Code-switching in the primary classroom: One response to the planned and the unplanned language environment in Brunei. Journal of Multilingual and Multicultural Development, 17(2–4), 128–144. doi: 10.1080/01434639608666265
   Google Scholar
• Ministry of Education, Singapore, Curriculum Planning and Development Division. (2010). English language syllabus 2010: Primary and secondary (express/normal [academic]). Retrieved from http://www.moe.gov.sg/education/syllabuses/english-language-and-literature/files/english-primary-secondary-express-normal-academic.pdf
   Google Scholar
• Mohammed, S. S. (2009). Trini talk or the queen’s English? Navigating language varieties in the post-colonial, high-stakes climate of ‘standard five’ classrooms in Trinidad (Unpublished doctoral dissertation). University of Texas at Austin, Austin, TX.
   Google Scholar
• Morren, R. C., & Morren, D. M. (2007). Are the goals and objectives of Jamaica’s bilingual education project being met? SIL Electronic Working Papers (2007–2009): SIL International. Retrieved from http://www.sil.org/silewp/2007/silewp2007–009.pdf
   Google Scholar
• Muller, C., & Strube, M. (2006). Multi-level annotation of linguistic data with MMAX. In S. Braun, K. Kohn, & J. Mukherjee (Eds.), Corpus technology and language pedagogy, new resources, new tools, new methods (pp. 197–214). Frankfurt: Peter Lang.
   Google Scholar
• Ndayipfukamiye, L. (1996). The contradictions of teaching bilingually in post-colonial Burundi: From Nyakatsi to maisons en etage. Linguistics and Education, 8(1), 35–47. doi: 10.1016/S0898-5898(96)90005-4
   Google Scholar
• Nyaga, S., & Anthonissen, C. (2012). Teaching in linguistically diverse classrooms: Difficulties in the implementation of the language-in-education policy in multilingual Kenyan primary school classrooms. Compare: A Journal of Comparative and International Education, 42(6), 863–879. doi: 10.1080/03057925.2012.707457
   Web of Science ®Google Scholar
• Nyaga, S. K. (2013). Managing linguistic diversity in literacy and language development: An analysis of teachers’ attitudes, skills and strategies in multilingual classrooms in Kenyan primary schools (Doctoral dissertation). Stellenbosch University. Retrieved from http://scholar.sun.ac.za/handle/10019.1/79899
   Google Scholar
• Probyn, M. (2001). Teachers’ voices: Teachers’ reflections on learning and teaching through the medium of English as an additional language in South Africa. International Journal of Bilingual Education and Bilingualism, 4(4), 249–266. doi: 10.1080/13670050108667731
   Google Scholar
• Probyn, M. (2009). ‘Smuggling the vernacular into the classroom’: Conflicts and tensions in classroom codeswitching in township/rural schools. Language and Education, 12(2), 123–136.
   Google Scholar
• Rickford, J. R. (2005). Using the vernacular to teach the standard. In J. D. Ramirez, T. G. Wiley, G. de Klerk, E. Lee, & W. E. Wright (Eds.), Ebonics: The urban education debate (pp. 18–40). Clevedon: Multilingual Matters.
   Google Scholar
• Rose, S., & van Dulm, O. (2006). Functions of code switching in multilingual classrooms. Per Linguam, 22(2), 1–13. Retrieved from http://perlinguam.journals.ac.za/pub/article/view/63
   Google Scholar
• Rubdy, R. (2007). English in the school: An impediment or a resource. Journal of Multilingual and Multicultural Development, 28(4), 308–324. doi: 10.2167/jmmd459.0
   Google Scholar
• Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. doi: 10.1353/lan.1974.0010
   Web of Science ®Google Scholar
• Setati, M. (2005). Teaching mathematics in primary multilingual classroom. Journal of Research in Mathematics Education, 36(5), 447–466.
   Web of Science ®Google Scholar
• Setati, M., & Adler, J. (2000). Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics, 43, 243–269. doi: 10.1023/A:1011996002062
   Google Scholar
• Setati, M., Adler, J., Reed, Y., & Bapoo, A. (2002). Incomplete journeys: Code-switching and other language practices in mathematics, science and English language classrooms in South Africa. Language and Education, 16(2), 128–149. doi: 10.1080/09500780208666824
   Google Scholar
• Ssentanda, M. E. (2013). Exploring connections: Reflections on mother-tongue education in postcolonial Uganda. Stellenbosch Papers in Linguistics Plus, 42, 281–296. doi: 10.5842/42-0-163
   Google Scholar
• Then, D. C.-O., & Ting, S.-H. (2011). Code-switching in English and science classrooms: More than translation. International Journal of Multilingualism, 8(4), 299–323. doi: 10.1080/14790718.2011.577777
   Google Scholar
• Tupas, T. R. F. (2006). Standard Englishes, pedagogical paradigms and their conditions of (im)possibility. In R. Rubdy & M. Saraceni (Eds.), English in the world – global rules, global roles (pp. 169–185). London: Continuum.
   Google Scholar
• Uys, D., & van Dulm, O. (2011). The functions of classroom code-switching in the Siyanda District of the Northern Cape. Southern African Linguistics and Applied Language Studies, 29(1), 67–76. doi: 10.2989/16073614.2011.583159
   Web of Science ®Google Scholar
• Van der Walt, C., Mabule, D. R., & De Beer, J. J. (2001). Letting the L1 in by the back door: Code-switching and translations in science, mathematics and biology classes. SA Language Teaching Journal, 35(2–3), 170–184.
   Google Scholar
• Wee, L. (2008). Singapore English: Morphology and syntax. In R. Mesthrie (Ed.), Varieties of English: Africa, South and Southeast Asia (pp. 593–609). Berlin: Mouton de Gruyter.
   Google Scholar
• Welch, B. L. (1951). On the comparison of several mean values: An alternative approach. Biometrika, 38, 330–336. doi: 10.1093/biomet/38.3-4.330
   Web of Science ®Google Scholar