EFL Classroom Code-Switching

Product Description
With emphasis on teacher and learner code-switching patterns, this book is one of the first studies to comprehensively address these issues in English as a Foreign Language (EFL) classrooms. The author examines teacher and learner code-switching through quantitative analysis, discourse analysis, conversation analysis, and mixed methods used in the study of code-switching. She addresses current debates on the amount of first language (L1) use, the functions of L1 use, the functions of teacher only code-switching patterns and the functions of teacher and learners shared code-switching patterns in foreign language classrooms. The book explores the implications of EFL classroom code-switching and how this can feed into better understanding of foreign language learning and teaching, language teacher development and new research directions in TESOL and applied linguistics. The principles and discussions of EFL classrooms are easily generalised to other language classrooms. This book will be of interest to researchers in the fields of second language acquisition, applied linguistics, and ELT, as well as researchers in the fields of sociology, education, and ethnomethodology.
Review
“Code-switching is a very popular area for postgraduate students in EFL/ESOL programmes to select for their classroom research. In my view, Eda Üstünel’s book provides an excellent guide and resource for such students (as well as their supervisors) and I will be recommending it to them. Language choice and code-switching are also a key issues for teachers, teacher trainers and policy-makers in many countries. This study provides clear definitions of the concepts and provides a comprehensive review of the literature, covering the range of methodological approaches to researching code-switching. A balanced review is provided on current issues and debates in classroom code-switching. A Conversation Analysis (CA) approach to code-switching phenomena is introduced and exemplified by analysis of classroom data from Turkey.” (Paul Seedhouse, Professor, Newcastle University, UK)
“This timely book provides a detailed overview of important issues in the codeswitching literature.  Üstünel analyzes the talk of Turkish university EFL students whose proficiency ranges from beginners to upper intermediates to develop a conversation analytic account that shows how codeswitching is used by participants to achieve a broad range of social actions in real time.  She also discusses the practical implications of her work for teacher education and training and identifies avenues for future research. A must read book.” (Numa Markee, Professor, University of Illinois, USA)
“ans-serif"; mso-ascii-theme-font:major-latin;mso-hansi-theme-font:major-latin;mso-ansi-language: EN-GB;mso-bidi-font-weight:bold">By using the micro-analytic methods of conversation analysis, in which sequences of naturally occurring interaction are examined in detail, this book makes an important contribution to understanding language alternation practices in a Higher Education EFL context, and adds to a small but growing body of work on CA and classroom learning and code-switching. Üstünel’s study confirms previous findings from other studies on language choice, but in doing so it extends this work by bringing rigour in terms of the methods used for interpretation of the data. Categorisations of functions are derived from the data and embedded within the interactional context of the classroom to expose the details of how the practice both shapes and contributes to language learning. The result is a welcome alternative to the prevailing cognitive and qualitative approaches that rely on interviews and observation data alone.” (Anna Filipi, Senior Lecturer, Monash University, Australia)
From the Back Cover
With emphasis on teacher and learner code-switching patterns, this book is one of the first studies to comprehensively address these issues in English as a For