This study explores teacher student and in-service teacher beliefs about using code-switching in the English language classroom. Language classrooms have long adopted amonolingual approach. However, nowadays many classrooms are multilingual and a shifttowards using multilingual strategies to accommodate multilingual pupils can be seen inboth research and steering documents. Plurilingualism is promoted by the EuropeanCouncil and the Swedish syllabus for English, and research shows that code-switchingcan be one method for pupils to draw from all their language skills. Although amonolingual approach is still considered ideal, in research about teacher and teacherstudent beliefs about code-switching most participants use code-switching. This papertherefore investigates teacher student and in-service teacher beliefs in order to explorehow teachers use code-switching. Using the qualitative method of semi-structuredinterviews and analysing our data with the help of a coding scheme, we found that thoughall participants agree that a monolingual standard is ideal, they believe that it is importantto acknowledge pupils’ multilingual backgrounds and that code-switching can be one wayof doing that while still facilitating learning. We also found that the participants’ use ofcode-switching depends on their pupils’ proficiency, that they mainly use code-switchingfor communicative purposes, and that the participants’ own lingual backgrounds affectedtheir beliefs about code-switching. The result of this paper shows that in-service teachersneed to reflect on how and why they use code-switching while teacher educationprogrammes need to acknowledge multilingual strategies and make students aware ofwhen such strategies are beneficial to learning, and when they are not.

The aim of this study was to investigate teachers’ attitude to their own use toward codeswitching and their attitudes towards code-switching among students. The study further explores whether there is a connection between teachers’ attitudes/responses and their backgrounds such as age, gender, the student group they teach, and their linguistic background. At the same time, the study is a survey of the teachers beliefs concerning other teachers attitudes and approaches to the phenomenon of code-switching. To achieve the aim of this study, a survey was conducted with a sample of 30 participants. The results show that respondents in age groups 25-34 and 45-54 are the ones who are most positive concerning the students’ code-switching and even encourage it. The study concludes that the age of the teachers has an effect on their own code-switching and their responses towards the students’ code-switching.

I denna systematiska litteraturstudie har begreppet translanguaging undersökts. Translanguaging i skolan innebär i korthet att ge flerspråkiga elever möjlighet att använda alla sina språk som resurs i lärandet. Studiens syfte är att undersöka vilka teorier begreppet bygger på och i vilken eller vilka kontexter det har använts. I studien presenteras det hur begreppet har utvecklats och hur det senare har använts i svenska studier. De svenska studierna visar att lärare har använt translanguaging som metod i språkverkstäder för att ge flerspråkiga elever ökade möjligheter att förstå och utveckla kunskaper. Litteraturstudien bygger på centrala internationella referenser som använts inom translanguaging-fältet. I övrigt är arbetet avgränsat till att omfatta enbart svenska studier. I studien framkommer att den vetenskapsteoretiska utgångspunkt som translanguaging vilar på främst är det sociokulturella perspektivet. Det framhäver att inlärning och utveckling är något som sker i samspel med andra. Samtliga studier ser translanguaging som en meningsfull strategi genom att det gynnar kunskapsutvecklingen när elever utnyttjar sin fulla språkliga repertoar.

Researchers have explored how different balances of first language (L1) and target language (TL) use in a foreign language classroom impact students' fluency and proficiency in TL acquisition. Research has shown that the use of the L1 in a foreign language classroom is done in order to determine the most effective way to raise the proficiency of second language learners to the level that is expected within their classrooms (Lee & Muncie, 2006). The use of the L1 is not something that is uncommon, even in the highest levels of foreign language instruction, although some believe it could inhibit learner growth in target language (TL) acquisition (Tanveer, 2007). Some scholars contend that there is a place for the L1 to be used in a second language classroom, rather than relying on complete usage of the TL (Biggs, 1999). Results have been mixed when it comes to whether or not the L1 should be used as much as the TL, and studies have seldom investigated what students and teachers believe regarding that matter. To this end, the present study examines the impact of the use of the L1 vs the use of the TL on 50 students at different levels in the French language classroom. Subjects were all enrolled in French classes ranging from the 101-level to the 201-level, and the 8 student instructors teaching these levels also participated in this study. Both a student survey and a teacher survey were administered at the end of the semester in order to look at the use of the TL vs the use of the L1 among students and teachers in their classrooms. Results show that the utilization of the L1 in foreign language classrooms is preferred by the students but that it is not fully justified. Numerous proponents of L1 use (Atkinson, 1987; Cook 2001; Swain & Lapkin, 2000; Wells, 1999) have cautioned against excessive use, instead recommending that it be used judiciously, and according to learner need. Future researchers might consider surveying students who are learning in an environment where L1 use is similar to student demand on this survey (very high, especially for things like giving instructions), as well as surveying students who are exclusively using TL in their learning environment.

Syftet med studien är att ta reda på vilken plats språken svenska och engelska har i klassrummen hos lärare i årskurs 4–6. Studien är genomförd via klassrumsobservationer, på två svenska skolor som har elever med olika kulturella bakgrunder, det vill säga olika förstaspråk. Resultaten visar att lärarna använder en blandning av svenska, engelska och kodväxling under lektionerna. Användningen av de tre olika språkformerna varierade beroende på lektionstid och arbetsuppgifter.

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This paper will analyse code-switching, borrowing, slang, and covert or overt prestige in online and television media. The days of OOH (Out Of Home) advertising are becoming obsolete and moving toward a digital age. South African press aims to create advertising inclusive of all creeds, genders, cultures, and classes, in which all walks of life interact in an ideal society and with humour specific to the locality. Thus, the paper will analyse the advertisers using these linguistic terms, such as code-switching, etc., to create these realities in these advertisements and how they are presented tactically.  The source material is twenty video advertisements ranging from the last fifteen years, 2007-2022. All videos are deconstructed and then examined when and where code-switching, borrowing, slang, and other more seldomly used tactics are found. The advertisements range from banks to fast food companies, which should allow the formality of the ad to have differences in how they approach specific target audiences and the general message they attempt to convey. The results show that all the videos contained two or more code switches, borrowings and slang words or phrases. This proved that their inclusion in the advertisement was not by chance but rather calculated and intentional. They were strategically placed to either add comedy or South Africanise the advertisement to create inclusion. Many adverts used stereotypical language that proved that the adverts were explicitly South Africans as they would only have the exclusivity of understanding it.  This supports that this strategy could be the best way for advertisers to create better engagements for future advertising.

The goal of this paper was to investigate if code-switching is a beneficial language strategy pertaining to pupils’ oral language development. Moreover, the purpose was to examine what teachers need to consider when they use the pupils’ first language in the classroom. Previous studies are in conflict of whether or not code-switching is a useful language strategy and also of how it should be used in the language classroom. This synthesis attempted to answer if code-switching support oral language development in the second language (L2) classroom in secondary school in Sweden and what needs to be considered when using code-switching in an educational context. The results suggested that low-proficiency learners benefit from first language (L1) usage, whereas high-proficiency students seem to both prefer and benefit more from an English-only classroom. Findings also propose that maximum exposure of the target language (TL) is to be preferred, as long as it is not too difficult for pupils to comprehend. Together, these findings suggest that teachers’ and pupils’ usage of code-switching can be a beneficial language strategy, but that it is crucial for teachers to know their pupils’ language level and when to use code-switching.

Code-switching (CS) has been extensively studied for a variety of purposes and under many contexts. In recent years there has been a shift in CS literature to better understand the sociological forces that affect speakers’ use of CS. While in earlier literature, CS was perceived negatively by both speakers and the general public (Milroy & Muysken, 1995; MacGregor-Mendoza, 2021; Anderson & Toribio, 2007; Fishman, 1967), it has since been shown that many bilinguals view CS positively. More recent research suggests that bilinguals perceive CS as an important part of their identity and use it to show they belong to particular groups (Yim & Clément, 2021; Rothman & Rell, 2005; Duff, 2012; Buchlotz & Hall, 2005; Bustamante-López, 2008; Torrez, 2013; Norton, 1997; Norton, 2013). These recent studies regarding CS and attitudes have largely focused on individual differences (Dewaele & Wei, 2014a; Gardner-Chloros, McEntee-Atalianis, & Finnis, 2005; Moses et al., 2021; Peña-Díaz, 2004; Urciuoli, 2014; Montes-Alcalá, 2009; Chappell & Faldis, 2007; Yim & Clément, 2021). In this research, I posit that the country in which bilinguals live influences their attitudes toward CS use due to differences in immigration policies in each country. Considering that the three countries have different attitudes toward immigrants (Brosseau & Dewing, 2018; Environics Institute of Survey Research; The Gallup Organization, 2022; Budiman, 2020; Sief & Clement, 2019), this could have an impact on how immigrants themselves use CS and their attitudes toward it. Spanish-English and English-Spanish bilinguals in three countries (Canada, the United States, and Mexico) took a survey that evaluated their attitudes toward CS, frequency of use, and if and how they used CS to form their identity. The results of the study suggest that there are differences in attitudes about CS between bilinguals in these three countries. Moreover, the results demonstrated that while Canadian bilinguals had more positive feelings overall toward CS, bilinguals in the U.S. used CS more often.

This degree project aims to examine teachers' use of translanguaging, whether planned or incidental, and their attitudes and perceptions towards translanguaging in the context of English communicative classrooms in Sweden. In Swedish universities, the target language approach is highly endorsed by educators during English teaching education programs. Although exposure to the target language has been identified as important, comprehension plays a vital role in learning a new language. Translanguaging is an approach that enhances comprehension while allowing for exposure to the target language. This study was conducted through classroom observations followed by qualitative interviews with practicing teachers. Quantitative data from the observations and qualitative data from the interviews highlight the use of translanguaging as well as practicing teachers’ attitudes and perceptions of the approach. Our study showed that, even though teachers were somewhat unfamiliar with translanguaging as a term, they utilized what could be considered translanguaging during their English lessons and held positive attitudes toward the approach. Translanguaging was primarily used to explain and clarify activities. Teachers utilized their own and students' multilingual capabilities to achieve a deeper understanding of topics and to provide instructions.