| Autor: |
Liebscher, Grit, Dailey-O'Cain, Jennifer |
| Předmět: |
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| Zdroj: |
Canadian Modern Language Review; Mar2004, Vol. 60 Issue 4, p501-525, 25p |
| Abstrakt: |
Using a framework based on conversation analysis (Auer, 1984, 1995, 1998), this article presents an analysis of learner code-switching between L1 and L2 in an advanced foreign language (FL) classroom. It was found that students code-switch not only as a fallback method when their knowledge of the L2 fails them, or for other participant-related functions, but also for discourse-related functions that contexualize the interactional meaning of their utterances. These uses strikingly resemble code-switching patterns in non-classroom bilingual settings and show that language learners are able to conceptualize the classroom as a bilingual space. Learners orient to the classroom as a community of practice (Wenger, 1998) through their code-switching patterns as manifestations of a shared understanding about their actions and about themselves as members of that community. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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