Bringing together sociolinguistic, linguistic, and educational perspectives, this cutting‐edge overview of codeswitching examines language mixing in teaching and learning in bilingual classrooms. As interest in pedagogical applications of bilingual language mixing increases, so too does a need for a thorough discussion of the topic. This volume serves that need by providing an original and wide-ranging discussion of theoretical, pedagogical, and policy‐related issues and obstacles in classroom settings—the pedagogical consequences of codeswitching for teaching and learning of language and content in one‐way and two‐way bilingual classrooms. Part I provides an introduction to (socio)linguistic and pedagogical contributions to scholarship in the field, both historical and contemporary. Part II focuses on codeswitching in teaching and learning, and addresses a range of pedagogical challenges to language mixing in a variety of contexts, such as literacy and mathematics instruction. Part III looks at language ideology and language policy to explore how students navigate educational spaces and negotiate their identities in the face of competing language ideologies and assumptions. This volume breaks new ground and serves as an important contribution on codeswitching for scholars, researchers, and teacher educators of language education, multilingualism, and applied linguistics.

This book is intended as a textbook for advanced undergraduate or graduate students in the field of bilingualism and language choice. It reports on a sociolinguistic study of the language choice patterns of the minority Ikwerre ethnic group of Port Harcourt City, Nigeria. Further, it aims primarily to present a systematic and coherent account of the extent and patterning of Ikwerre-NPE bilingualism within the Ikwerre community, focusing on: the means by which people in this community deploy two different codes in their day-to-day communicative interactions and the social and attitudinal motivations for language choice at both the group and individual level. To satisfy these objectives this study has taken into account the pre-existing linguistic, socio-economic and macro-sociological distinctiveness of the Ikwerre community. Thus, it has investigated prevailing local attitudes towards Ikwerre and NPE by incorporating matched guise tests to deepen our understanding of the processes of language choice and shift operating in the community. This was done to demonstrate that contemporary local linguistic attitudes working together with personal network ties would offer fuller and more adequate explanations of why members of the Port Harcourt Ikwerre community select either Ikwerre and/or NPE in their normal every day interactions. From the observations and findings made in this study I propose an account of the language choice patterns attested in my Port Harcourt Ikwerre community data that is based on establishing a broad typology which can be directly related to the bilingualism continuum. This framework should be equally applicable to similar bilingual settings around the world, which, like Port Harcourt, have experienced rapid metropolitan growth as a result of radical socio-economic change in their recent history. Finally, it is my hope that in the course of reading this book the reader can come to a place where their understanding and appreciation of the effects of languages in contact in non-Western communities is enriched with the illustrative material in this book.

This practical and reassuring guide will enable readers to make informed decisions about how to raise their child bilingually.

This book offers a sociolinguistic study of the Chinese community in Britain. It focuses on generational changes in language choice and code-switching patterns of Chinese immigrant families. The social network model developed in the study is intended to account for the relationship between community norms of language use and conversational strategies of individual speakers, and for the relation of both to the broader social, economic and political context.