Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom

Structured in sections that represent the author’s teaching perspectives and research perspectives, the portfolio comprises reflective pieces written at the end of the Master of Second Language Teaching program and other pieces written as coursework during the author’s study in that program. In the first section, the author describes the principles that guide his own teaching and, in light of those principles, he reviews his experience as a learner, reports on observations of other teachers, and assesses his own performance based on observations done by others. The second section offers a set of four research papers that progressively develop and explore questions of code-switching and its potential for research-based application in EFL/ESL pedagogy. A long history of bilingual pedagogy in ESL exists, the author points out, but has largely been neglected since the end of the 19th century. Current research in translanguaging and translingualism offer a solid rationale for effective use of learners’ first language in EFL/ESL teaching, with particular attention to code-switching. His position questions the traditional English-only classroom, arguing that monolingual policies are rooted in unexamined cultural fears and biases. The author suggests that a more appropriate balance can be achieved through teacher education based on examples in the research and in recent pedagogical work.