EFL/ESL teachers in Sweden have traditionally favored using only English in the classroom, however, research demonstrates they incorporate Swedish for various purposes. Moreover, teachers perceive the guidelines for the use of the target language and learners’ first language outlined in the curriculum for English as vague, experience feelings of guilt when resorting to Swedish in the English classroom and lack familiarity with the translanguaging theory. These issues could affect the requirement of evidence-based teaching and have implications for the quality of EFL/ESL education in Sweden. Through interviews and observations, this study aims to explore this matter and examine the reasons why and for what functions some English teachers in Sweden claim they use learners’ L1 in their teaching, as well as their level of awareness regarding their language practices and the concept of translanguaging. The findings indicate that the teachers primarily employ learners’ L1 to aid in knowledge construction, classroom management, and interpersonal relations. Additionally, certain inconsistencies were found between their motivations and their actual practices, indicating a potential lack of awareness and understanding of the translanguaging theory. Finally, it is suggested there is a necessity for clearer directives in the Swedish curriculum for English and for enhancing teachers’ awareness when implementing translanguaging strategies, such as pedagogical translanguaging (PTL).

<p>The study investigated the practice of codeswitching within the Cape Flats speech community of Cape Town. Members of this speech community have always been exposed to both English and Afrikaans in formal as well as informal contexts. Due to constant exposure to both languages, as well as historical and political experiences, members of the speech community have come to utilize both languages within a single conversation and even within a single utterance. Codeswitching is an integral part of the community's speech behaviour. The main purpose of this research was to uncover and analyze the motivations behind codeswitching in the bilingual communities of Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with linguistic constraints that are regarded as 'universal'.</p>

The potentially beneficial role of classroom codeswitching, or the use of the first language (L1) in foreign language (FL) classroom settings, is gradually becoming acknowledged in the field of second language acquisition (SLA) research. However, researchers call for the construction of a framework, which indicates when this use is beneficial for language learning and when it is not. In an attempt to contribute to the construction of this framework, the present study investigates whether codeswitching can be used as a tool within task-based learning settings for the development of second language (L2) oral fluency. It is hypothesised that by allowing learners to codeswitch during task completion, their willingness to communicate (WTC) is enhanced because the function of that switching is likely to be mainly the metalanguage needed to complete the task. Previous research has also suggested that task repetition might lead to greater fluency. However, both teachers and learners may be sceptical of the value of repetition without some form of feedback on the first task attempt. This study sought to explore therefore the value of task repetition with feedback (TR+). By repeating the task with feedback that recycles metalanguage into the L2, it is hypothesised that learners will learn to move to a state of less reliance on their L1, while simultaneously achieving the overall aim of tasks, which is effective L2 communication. With increased WTC and L2 metalanguage, extensive L2 oral practice will facilitate the proceduralisation processes needed for fluency development. In short, the pedagogical package of TR+ on recycled language is tested in the present study as a potential contributor to oral fluency. The thesis begins by relating these themes with the context of Cyprus through teacher interviews. It becomes evident through these interviews that the activities taking place in this context are not tasks in the sense researchers intended. Following the setting of the context, the interactions of 75 primary school learners of English (11-12-year-olds) practising TR+ are analysed qualitatively. This analysis determines whether the package can lead to enriched output on the second attempt. In addition, there is a quasi-experimental aspect to the study. The students were allocated in three groups, each testing a different package. The codeswitching group was allowed to switch to Greek while completing the tasks and had their L1 metalanguage recycled into the L2 when they repeated the tasks. The English-only group completed the tasks strictly under L2 conditions and repeated them with feedback on accuracy. The comparison group completed the tasks once with no language instructions. Oral production tests, used as pre- and post-tests, partly support the hypothesis by suggesting that WTC is enhanced with the incorporation of codeswitching, but no evidence supports fluency development. Nevertheless, when comparing TR+ with no task repetition, the data indicate that TR+ leads to greater fluency. It is suggested that a larger and longer intervention would have allowed more time for fluency to be developed when codeswitching was incorporated. As for task-based learning, it is suggested that TR+ is a more viable way to move forward in real classroom contexts, particularly those with young learners. Furthermore, the results of the present study indicate that this package works better with learners of a certain proficiency level.

Theories of bilingual language production suggest that codeswitching is either a characteristic of limited language or a productive characteristic suggesting enhanced executive control and language proficiency. Since codeswitching patterns of typically developing and language impaired bilingual children are not thoroughly understood, utterances with codeswitches may be disregarded during language evaluations. Codeswitching frequency and types of codeswitches were analyzed in language samples of 12 bilingual children at high and 12 at low risk for specific language impairment (SLI). Results indicated that the frequency of codeswitching was similar for both risk groups in Spanish, but not in English. In English, the high risk group codeswitched significantly more than the typically developing group (18.76% vs 7.20%, p<.05). The types of codeswitches most often produced also differed by language and risk group. In Spanish, single-word lexical codeswitches were preferred significantly more than syntactical or lexical-syntactical, but no differences were found between risk groups. In English, syntactical codeswitches were preferred significantly more than lexical or lexical- syntactical. That the children at high risk for SLI codeswitched more in their second language and that their patterns were similar to the typically developing group might suggest that codeswitching in bilingual children with SLI might be used as a productive strategy to fill in linguistic ‘gaps’ and that codeswitching should be recognized and given credit for in language evaluations. / text

<p>The study investigated the practice of codeswitching within the Cape Flats speech community of Cape Town. Members of this speech community have always been exposed to both English and Afrikaans in formal as well as informal contexts. Due to constant exposure to both languages, as well as historical and political experiences, members of the speech community have come to utilize both languages within a single conversation and even within a single utterance. Codeswitching is an integral part of the community's speech behaviour. The main purpose of this research was to uncover and analyze the motivations behind codeswitching in the bilingual communities of Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with linguistic constraints that are regarded as 'universal'.</p>

L’écriture de la presse féminine se caractérise aujourd’hui par une récurrence d’unités linguistiques en anglais ayant la valeur d’un énoncé (par exemple : Girl power !, What else ?, All they need is love, etc.), que nous appelons « énoncés fashion » et que nous considérons comme une manifestation d’alternance codique. Celle-ci est largement inexplorée dans les travaux sur les anglicismes en France, plutôt centrés sur la notion d’emprunt linguistique, ou bien privilégiant les interactions orales.L’objectif de cette thèse est de décrire les formes, le sens et les contextes d’emploi des énoncés anglais dans la presse féminine française contemporaine, et de caractériser linguistiquement et socioculturellement le style langagier dont ils font partie. En nous situant dans le cadre théorique de l’analyse du discours, nous articulons plusieurs approches : grammaire de la phrase, étude du figement, linguistique de l’énonciation et pragmatique, linguistique textuelle, étude de l’intertextualité, sémiotique des genres et des cultures, afin de rendre compte des différentes facettes de ces énoncés, remarquables par leur saillance et par la relation qu’ils créent entre les participants de la communication. / Now days, French women’s magazines offer examples of language units in English that form or can form a complete utterance (eg. Girl power!, What else?, All they need is love, etc.). We propose to refer to them as “vogue utterances” and consider them as a manifestation of codeswitching. As this phenomenon has received little interest among linguists who deal with Anglicisms in French, since the focus has been put on loanwords or on codeswitching in oral interaction.Our aim is to describe the forms, the meaning and the context of use of English utterances in contemporary French women’s press and to characterize the writing style they are part of from a linguistic and a socio-cultural point of view. Within the theoretical framework of the French discourse analysis, we combine different approaches: syntax, phraseology, enunciative linguistics and pragmatics, text linguistics, studies of intertextuality, semiotics of discourse genres and semiotics of cultures, in order to describe different aspects of these utterances, which are remarkable for their salience and the relation they create between the participants in the communication process.

This dissertation is a multidisciplinary study that brings together the fields of literature, sociolinguistics, and cultural studies in order to understand the motivation and meaning of English-Spanish codeswitching or language alternation in Latino literature produced in the United States. Codeswitching was first introduced in Latino literature around the time of the Chicano Movement in the 1970s and has been used as a distinctive feature of Latino literary works to this day. By doing a close linguistic analysis of narratives by four different authors belonging to the largest Latino communities in the country (Chicano, Puerto Ricans, Dominican Americans, and Cuban Americans), this study examines whether codeswitching is used as a mere decorative element to add ethnic flavor, performs a mimetic role of oral codeswitching, or responds to a political strategy. To reach representative conclusions, the political, social, cultural, and linguistic backgrounds of each community are studied in order to establish commonalities or differences in the experiences of these immigrant communities in the United States and how these experiences inform their writing. Considering the negative views held by speakers of both English and Spanish regarding the use of oral codeswitching, the need to study its use in literature is compelling. To that end, I have adopted social, and sociolinguistic theories to identify whether codeswitching operates as linguistic and symbolic capital in Latino literature, which authors may profit from to advance a Latino agenda. This work concludes that how codeswitching is used in Latino literature and the goals it ultimately achieves—if any—hinge on the positioning of the authors vis-à-vis hegemonic English monolingualism and their own experience as members of the Latino community to which they belong. Thus, the role of codeswitching may indeed be solely ornamental or ethnic or it may be a political one; that of expanding the space in which Latinos are allowed to operate. The narratives studied include Rudolfo Anaya’s Bless Me Ultima (1972), Esmeralda Santiago’s When I was Puerto Rican (1993), Cristina García’s Dreaming in Cuban (1992), and Junot Díaz’s The Brief Wondrous Life of Oscar Wao (2007).

In the past decades Sweden amongst other countries has become more diverse when it comes to both culture and linguistics. Translanguaging is a way of forming a classroom climate that embraces multilingual approaches to teaching. Even though this multilingual approach is much needed for the learning of multilingual students, most English as a second language classrooms are still promoting a “English only” language ideology. Which goes against an epistemic justice for all students to be able to use all their language repertoires. The purpose of this literature review is to find out how multilingual students can benefit from a translanguaging approach in their teaching. By using relevant and new research with the aim to answer that question. The Swedish school has for the past decades adapted the communicative language teaching method (CLT) and our research shows that it’s still not sufficient because of the vast demographic changes in such a short time. CLT is also mostly monolinguistic in its form while the research shows that the multilingual student needs to be able to use all their language repertoires. For this to be possible teachers need to have a positive attitude towards a translanguaging approach.

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This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-language-only policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease with which teachers and pupils uphold a strict language policy in the classroom, but also the considerable interactional work that is done, by both teachers and pupils, in cases where upholding the policy becomes problematic. An interactional phenomenon which arises in such cases is language policing, where the teacher or pupils restore the policy-prescribed linguistic order. Such sequences are analysed in detail. The study increases our understanding of how language policy is lived out in practice, through interaction in the classroom. / I denna studie undersöks klassrumsinteraktionen i undervisning i främmande språk och språkpolitisk praktik på mikronivå i ett etnometodologiskt och samtalsanalytiskt perspektiv. Studien bygger på 20 timmars videoinspelningar av 20 lektioner i engelska i årskurs 8 och 9 i en internationell grundskola i Sverige. Inspelningarna utfördes mellan 2007 och 2010. Studiens huvudsyfte är att belysa några särdrag i hur en målspråksexklusiv språkpolitik materialiseras in situ i undervisning i främmande språk. Studien påvisar att en sådan språkpolitik är förhållandevis enkel att upprätthålla i den dagliga interaktionen men den dokumenterar också det betydande interaktionella arbete som utförs, av både lärare och elever, i problematiska fall där språkpolitiken äventyras. Ett interaktionellt fenomen som uppträder i sådana fall är language policing, interaktiva sekvenser där lärare eller elever återupprättar den språkpolitiska ordningen. Sådana sekvenser analyseras i detalj. Denna studie bidrar till att öka vår förståelse av hur språkpolitik görs i praktiken, i den dagliga interaktionen i klassrummet.