Introduction

Miles Turnbull; Jennifer Dailey-O’Cain

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Introduction

Miles Turnbull and Jennifer Dailey-O’Cain

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This chapter is in the book First Language Use in Second and Foreign Language Learning

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APA
Harvard
Chicago
Vancouver

Turnbull, Miles and Dailey-O’Cain, Jennifer. "Introduction". First Language Use in Second and Foreign Language Learning, edited by Miles Turnbull and Jennifer Dailey-O’Cain, Bristol, Blue Ridge Summit: Multilingual Matters, 2009, pp. 1-14. https://doi.org/10.21832/9781847691972-003

Turnbull, M. & Dailey-O’Cain, J. (2009). Introduction. In M. Turnbull & J. Dailey-O’Cain (Ed.), First Language Use in Second and Foreign Language Learning (pp. 1-14). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781847691972-003

Turnbull, M. and Dailey-O’Cain, J. 2009. Introduction. In: Turnbull, M. and Dailey-O’Cain, J. ed. First Language Use in Second and Foreign Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, pp. 1-14. https://doi.org/10.21832/9781847691972-003

Turnbull, Miles and Dailey-O’Cain, Jennifer. "Introduction" In First Language Use in Second and Foreign Language Learning edited by Miles Turnbull and Jennifer Dailey-O’Cain, 1-14. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. https://doi.org/10.21832/9781847691972-003

Turnbull M, Dailey-O’Cain J. Introduction. In: Turnbull M, Dailey-O’Cain J (ed.) First Language Use in Second and Foreign Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters; 2009. p.1-14. https://doi.org/10.21832/9781847691972-003

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Chapters in this book

Frontmatter i
Contents v
Acknowledgements vii
Contributors ix
Introduction 1
Chapter 1. Teachers’ Use of the First Language in French Immersion: Revisiting a Core Principle 15
Chapter 2. Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use 35
Chapter 3. Codeswitching in Computermediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse between School Learners of French and English 50
Chapter 4. Target Language Use in English Classes in Hungarian Primary Schools 66
Chapter 5. Forms and Functions of Codeswitching by Dual Immersion Students: A Comparison of Heritage Speaker and L2 Children 87
Chapter 6. How Bilingual Children Talk: Strategic Codeswitching Among Children in Dual Language Programs 115
Chapter 7. Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications 131
Chapter 8. Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching 145
Chapter 9. The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use 163
Chapter 10. Concluding Refl ections: Moving Forward 182
Notes 187
References 193

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https://doi.org/10.21832/9781847691972-003

Chapters in this book

Frontmatter i
Contents v
Acknowledgements vii
Contributors ix
Introduction 1
Chapter 1. Teachers’ Use of the First Language in French Immersion: Revisiting a Core Principle 15
Chapter 2. Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use 35
Chapter 3. Codeswitching in Computermediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse between School Learners of French and English 50
Chapter 4. Target Language Use in English Classes in Hungarian Primary Schools 66
Chapter 5. Forms and Functions of Codeswitching by Dual Immersion Students: A Comparison of Heritage Speaker and L2 Children 87
Chapter 6. How Bilingual Children Talk: Strategic Codeswitching Among Children in Dual Language Programs 115
Chapter 7. Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications 131
Chapter 8. Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching 145
Chapter 9. The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use 163
Chapter 10. Concluding Refl ections: Moving Forward 182
Notes 187
References 193

Introduction

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