Code Choice in the Language Classroom,Used

ReviewAn extremely timely book on one of the most vexing issues in foreign language teaching: how much codeswitching is acceptable or even desirable in the 21st century L2 classroom? Through a sound theoretical framework and concrete pedagogical examples, Glenn Levine develops an exciting, innovative multilingual approach to curriculum design, teaching, and articulation that engages the students in the coconstruction of code choice conventions. Claire Kramsch, University of California at Berkeley, USAGlenn Levines book deals with an issue that has only recently become topical, but which has been a fundamental tension in language education in practice for a very long time. He makes a cogent argument for language teaching and learning as a fundamentally bilingual endeavour in which all the languages available to the classroom can have an input role to play. For Levine, languages are not compartmentalised by rather they are thoroughly integrated in the work of teaching. This thoroughly evidenced study combines theory, data analysis and recommendations for practice. It is an important resource for both teachers and researchers. Anthony Liddicoat, University of South Australia, AustraliaLevine's book is clear, practical and thoughtprovoking...L2 teachers trying to come to terms with L2 teaching nowadays will certainly be encouraged, inspired and comforted by this book. Curriculum developers...will appreciate the conceptual and methodological framework presented by Levine. Scholars and students wishing to explore the main tenets of sociocultural approaches to L2 teaching will find this work to be a fine and thorough synthesis. Jose Aguilar Ro LINGUIST List 22.2943Product DescriptionCode Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive secondlanguage environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of codeswitching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.About the AuthorGlenn S. Levine is an Associate Professor of German and German language program director at the University of California, Irvine.Excerpt. Reprinted by permission. All rights reserved.Code Choice in the Language ClassroomBy Glenn S. Levine Multilingual MattersCopyright 2011 Glenn S. LevineAll rights reserved.ISBN: 9781847693327ContentsAcknowledgments, xi,Preface, xiii,Part 1: Conceptual Framework,1 Monolingual Norms and Multilingual Realities, 3,2 The Conundrum of Babel: Toward a Theoretical Framework for a Multilingual Approach, 19,3 What is a Code? What is CodeSwitching?, 47,Part 2: Empirical Support,4 The Code Choice Status Quo of the Language Classroom, 69,5 Classroom Code Choice: Toward Becoming Bilingual, 102,Part 3: Curriculum,6 An Architecture of Classroom Code Choice, 125,7 Getting from Marked to Unmarked and Back Again: Articulation of Multilingual Classroom Communities of Practice, 160,Epilogue: Blessings of Babel, 169,References, 173,Index, 182,CHAPTER 1Monolingual Norms and Multilingual RealitiesIn our days of frequent border crossings, and of multilingual multicultural foreign language classrooms, it is appropriate to rethink the monolingual native speaker norms as the target of foreign language education. As we revisit the marked and unmarked forms of language usership, I propose that we make the intercultural speaker the unmarked f