This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

About the Authors

MILES TURNBULL is an Associate Professor in the Faculty of Education at the University of Prince Edward Island. He is Coordinator of Graduate Programs and works in the pre-service program in French second language teaching, as Coordinator of the Bachelor of Education- French Education. His research has been funded by the Social Sciences and Humanities Research Council of Canada, Canadian Heritage, The Education and Quality Assurance Office of Ontario, and the Canadian Association of Second Language Teachers. In 2006, he was named research scholar in residence in official languages funded by the Social Sciences and Humanities Research Council of Canada and the Department of Canadian Heritage.

Jennifer Dailey-O’Cain is a sociolinguist at the University of Alberta, Canada, with a research focus on everyday language in use, but always with an eye toward how this use relates to broader social phenomena such as identity, ideology, and globalisation. She is the author of Trans-National English in Social Media Communities (2017, Palgrave MacMillan).

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