Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Communication Disorders Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Brice, A.
Right arrow Articles by Perkins, C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

English, Spanish, and Code-Switching Use in the ESL Classroom

An Ethnographic Study

Alejandro Brice, Ph.D.

University of Central Florida

Maria Mastin, PhD

Mankato State University

Carol Perkins, PhD

Mankato State University

Speech-language pathologists (SLPs) in the schools, and English as a second language (ESL) teachers currently face the challenge of how to best provide instruction for students who are learning English. The purpose of this study was to describe the results of a qualitative study performed in an ESL classroom to determine teacher and student functional uses of language (i.e., pragmatics), particularly language involving code-switching and code-mixing use. The data for this study were gathered via classroom observations and interviews with the ESL teacher and ESL teacher aide in an elementary school with a 30% Hispanic/Latino population. Overall, the ESL classroom appeared to be teacher directed as evidenced by a high degree of questioning, commands, feedback, and informatives. Of all the instances of code-switching and code-mixing, none were judged to be grammatically inappropriate for either English, Spanish or the combined switched/mixed language form. The authors have developed a clinical intervention approach focused on Real, Experiences, Acknowledgment and Language (REAL). Taken from the data, REAL can be used by both SLPs and teachers to make language more meaningful.

Communication Disorders Quarterly, Vol. 19, No. 2, 11-20 (1998)
DOI: 10.1177/152574019801900202
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?