Codeswitching practices in the discourse of two lecturers in english-medium instruction at university

Bibliographic References

• Auer, P. (1998). Code-switching in conversation: language, interaction, and identity. London: Routledge.
• Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.
• Barnard, R., & McLelland, J. (2014). Code switching in university English language classes: Asian perspectives. Bristol/England: Multilingual Matters.
• Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173.
• Biglan, A. (1973). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57(3), 204-213.
• Bista, K. (2010). Factors of code switching among bilingual English students in the university classroom: a survey. English for Specific Purpose World, 29(9), 1-18.
• Blom, J. P., & Gumperz, J. (1972). Social meaning in linguistic structures: code switching in Northern Norway. In J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: the ethnography of communication (497434). New York: Holt, Rinehart and Winston.
• Cahyani, H., de Courcy, M., & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465479.
• Canagarajah, S. (1995). Functions of code Switching in the ESL classrooms: socializing bilingualism in Jaffna. Journal of Multicultural and Multilingual Development, 16(3), 173-196.
• Canagarajah, S. (2011). Translanguaging in the classroom: emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1-27.
• Carroll, J. (2015). Tools for teaching in an educationally mobile world. London: Routledge.
• Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423.
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: a pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103-115.
• Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.
• Dafouz, E. (2006). Solidarity strategies in CLIL university lectures: teachers’ use of pronouns and model verbs. Vienna English Working Papers, 15(3), 9-15.
• Dafouz, E., & Núñez, B. (2010). Metadiscursive devices in university lectures: a contrastive analysis of L1 and L2 teacher performance. In C. Dalton-Puffer, T. Nikula & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 213-232). Amsterdam: John Benjamins.
• Dörnyei, Z., & Scott, M. (1997). Communication strategies in a second language: definitions and taxonomies. Language Learning, 47, 173–210.
• Du Bois, J., Schuetze-Coburn, S., Cumming, S., & Paolino, D. (1993). Outline of discourse transcription. In J. Edwards & M. Lampert (Eds.), Talking data: transcription and coding in discourse research (pp. 45-89). Hillsdale/NJ: Lawrence Erlbaum.
• Duff, P., & Polio, C. (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74, 154-166.
• Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
• Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: functions, attitudes and policies. AILA Review, 16(1), 38-51.
• Ferguson, G. (2009). What next? Towards and agenda for classroom codeswitching research. International Journal of Bilingual Education and Bilingualism, 12(2), 231-241.
• García, O. & Wei, L. (2014). Translanguaging: language, bilingualism and education. New York: Palgrave Macmillan.
• Guthrie, L. (1984). Contrasts in teachers’ language use in a Chinese-English bilingual classroom. In J. Handscombe, R. Orem & B. Taylor (Eds.), TESOL ‘83: the question of control (pp. 39-52). Washington D. C.: TESOL.
• Hall, G., & Cook, G. (2012). Own language use in language teaching and learning. Language Teaching, 45(3), 271-308.
• Halliwell, S., & Jones, B. (1991). On target teaching in the target language. London: Centre for Information on Language Teaching and Research.
• Jingxia, L. (2010). Teachers’ code-switching to the L1 in EFL classroom. The Open Applied Linguistics Journal, 3, 10-23.
• Kasper, G., & Kellerman, E. (1997). Communication strategies: psycholinguistic and sociolinguistic perspectives. London: Longman.
• Lantolf, J., & Thorne, S. (2006). Sociocultural theory and second language acquisition. In B. van Patten & J. Williams (Eds.), Theories in second language (pp. 201-224).New Jersey: Erlbaum.
• Leask, B. (2015). Internationalizing the curriculum. London: Routledge.
• Levine, G. (2011). Code choice in the language classroom. Bristol: Multilingual Matters.
• Li, W. (1998). The ‘why’, and ‘how’ questions in the analysis of conversational code switching. In P. Auer, Peter (Ed.), Code-switching in conversation: language, interaction, and identity (pp. 156-176). London: Routledge.
• Li, W. (2005). How can you tell?: toward a common sense explanation of conversational code-switching. Journal of Pragmatics 37(3), 375-389.
• Lightbown, P. (2001). Instruction: time to teach. TESOL Quarterly, 35, 598-599.
• Lin, A. (2013). Classroom code-switching: three decades of research. Applied Linguistics Review, 4(1), 195-218.
• Martín del Pozo, M. A. (2014). Aproximación lingüístico-didáctica al discurso académico de la clase magistral en la formación del profesorado universitario en contextos bilingües (Unpublished doctoral dissertation). Universidad Complutense de Madrid, Spain
• Mazak, C. (2016). Introduction: theorizing translanguaging practices in higher education. In C. Mazak & K. Carroll (Eds.), Translanguaging in higher education: beyond monolingual ideologies (1-10). Buffalo, NY/Bristol, UK: Multilingual Matters.
• Mazak, C., & Carroll, K. (2016). Translanguaging in higher education: beyond monolingual ideologies. Buffalo, NY/Bristol, UK: Multilingual Matters.
• McDonald, C. (1993). Using the target language. Cheltenham: Mary Glasgow.
• Milroy, L., & Muysken, P. (1995). One speaker, two languages: cross-disciplinary perspectives on code-switching. Cambridge, UK: Cambridge University Press.
• Modupeola, O. (2013). Code-switching as a teaching strategy: implications for English language teaching and learning in a multilingual society. Journal of Humanities and Social Science, 14(3), 92-94.
• Moore, P., Márquez Fernández, M., & Gutiérrez Rando, V. (2014). La optimización del discurso del aula en el aprendizaje integrado de contenidos y lengua. Magazin/Extra, 1, 44-49.
• Myers-Scotton, C. (1998). Codes and consequences: choosing linguistic varieties. New York: Oxford University Press.
• Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405-417.
• Nikula, T. (2010). On effects of CLIL on a teacher’s language use. In C. DaltonPuffer, T. Nikula & U. Smit (Eds.), Language Use and Language Learning in CLIL Classrooms (pp. 179-204). Amsterdam: John Benjamins.
• Nilep, C. (2006). Code switching in sociocultural linguistics. Colorado Research in Linguistics, 19, 1-22.
• Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish y termino en español: towards a typology of code-switching. Linguistics, 18, 581-616.
• Sánchez-García, D. (2016). A contrastive analysis of Spanishand Englishmedium instruction in tertiary education: teacher discourse strategies in a spoken corpus. Universidad Complutense de Madrid (Doctoral dissertation).
• Scott, V., & de la Fuente, M. J. (2008). What is the problem? L2 learners’ use of the L1 during consciousness-raising form-focused tasks. The Modern Language Journal, 92(1), 100-113.
• Simon, D. (2001). Towards a new understanding of codeswitching in the foreign language classroom. In R. Jacobson (Ed.), Codeswitching Worldwide II (pp. 311-342). New York: Mouton de Gruyter.
• Smit, U. (2018). Classroom discourse in EMI: on the dynamics of multilingual practices. In K. Murata (Ed.), Exploring ELF in EMI settings in higher education. Routledge.
• Smit, U. (2007). ELF as medium of instruction: interactional repair in international hotel management education. In C. Dalton-Puffer & U. Smit (Eds.), Empirical Perspectives on CLIL (pp227-252). Peter Lang: Frankfurt.
• Stern, H. (1992). Issues and options in language teaching. Oxford University Press.
• Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770.
• Swain, M., & Lapkin, S. (2000). Task-based second language learning: the uses of the first language. Language Teaching Research, 4(3), 251-274.
• Then, D. C., & Ting, S. H. (2011). Code-switching in English and science classrooms: more than translation. International Journal of Multilingualism, 8(4), 299-323.
• Unamuno, V. (2008). Multilingual switch in peer classroom interaction. Linguistics and Education, 19, 1–19.
• Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Vygotsky, L. (1986). Thought and language. Cambridge, Massachusetts: The MIT Press.
• Wei, L. (2011). Moment analysis and translanguaging space: discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222-1235.
• Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
• Wilkerson, C. (2008). Instructors’ use of English in the modern language classroom. Foreign Language Annals, 41(2), 321-320.
• Williams, C. (2002). Extending bilingualism in the education system. Education and Lifelong Learning Committee ELL-06-02. Retrieved from http://www. assembly.wales/Committee %20Documents/ELL %2006-02(p.4) %20 D r % 2 0 C e n % 2 0 W i l l i a m s % 2 0 p a p e r 2 0 0 3 2 0 0 2 28970/3c91c7af00023d820000595000000000-English.pdf
• Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
• Yin, R. (2003). Case study research: design and methods. Thousand Oaks, CA: Sage.