Switching codes in the plurilingual classroom

Abstract

The English as a foreign language classroom is a plurilingual setting par aexcellence since it involves at least two languages. However, plurilingual practices such as code-switching and translation have been consistentlyr discouraged in formal learning contexts, based on the belief that keeping languages compartmentalized helps learning, and allowing the simultaneous presence of two (or more) languages favours interference (negative transfer), a lack of learner interest in using the foreign language(s), or a reduction in foreign language exposure. Two specific plurilingual learning strategies will be described here. Pedagogically Based Code-switching and Translation for Other LearningoContexts are means to advance communicative development through languages in action (noticing, understanding, using, and monitoring), based chiefly on the notions of ‘translanguaging’ and ‘multi-competence’. We present a rationale for an informed use of code-switching and translation along with tasks that can be easily included in the foreign language syllabus, and reference is made to ongoing research to identify further connections between the two classroom strategies.