Codeswitching in the L2 Classroom: A Communication and Learning Strategy
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A learner's first language can act as a strong cognitive tool.
“However, this perspective is being challenged by a growing body of research suggesting that the judicious integration of L1 can be a valuable cognitive tool (Macaro, 2005).”
From Code-Switching as a Cognitive Strategy in Vocabulary Acquisition: A Classroom Action Research on Senior High School EFL Learners (2025) · cites this paper as Macaro, 2005
Code-switching can support interactional competence, and students can learn to regulate their L1 use as a learning tool.
“This reflects the idea that code-switching can support interactional competence (Lin, 2008) and that students can learn to regulate their L1 use as a learning tool (Macaro, 2005).”
From Code-Switching as a Cognitive Strategy in Vocabulary Acquisition: A Classroom Action Research on Senior High School EFL Learners (2025) · cites this paper as Macaro, 2005
Cites
Working Memory: The Multiple-Component Model
Baddeley, A. D., & Logie, R. H. (1999) · Models of Working Memory · doi:10.1017/cbo9781139174909.005 · Cited by 1,374 · see citing works
Macaro, E. (2001) · The Modern Language Journal · doi:10.1111/0026-7902.00124 · Cited by 524 · see citing works
Self-citation
Flagged first, then by citations
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Own-language use in language teaching and learning
Hall, G., & Cook, G. (2012) · Language Teaching · doi:10.1017/s0261444812000067 · Cited by 466 · see citing works
Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities
Copland, F., Garton, S., & Burns, A. (2014) · TESOL Quarterly · doi:10.1002/tesq.148 · Cited by 300 · see citing works
LEUNG, C., & VALDÉS, G. (2019) · The Modern Language Journal · doi:10.1111/modl.12568 · Cited by 205 · see citing works
‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL
Gierlinger, E. (2015) · Language and Education · doi:10.1080/09500782.2015.1023733 · Cited by 116 · see citing works
Chimbutane, F. (2013) · Language and Education · doi:10.1080/09500782.2013.788022 · Cited by 38 · see citing works
Dawson, S., & Padmanabha, C. H. (2025) · i-manager’s Journal on English Language Teaching · doi:10.26634/jelt.15.4.22328
Murtianda, G., Yuliana, Y. G. S., & Susilawati, E. (2025) · International journal of research and innovation in social science · doi:10.47772/ijriss.2025.925ileiid000082
- Authors
- Macaro, E.
- Affiliations
- University of Oxford (GB)
- Corresponding author
- Macaro, Ernesto
- ORCID
- Macaro, Ernesto
- Venue
- Educational Linguistics
- Publisher
- Springer US
- Published
- 2005
- Pages
- 63-84
- ISSN
- 1572-0292 (ISSN-L)
- OpenAlex
- W160395857
- Cited by
- 292
- References
- 2
- Citations by year
- 2026: 6 · 2025: 12 · 2024: 17 · 2023: 14 · 2022: 21 · 2021: 23 · 2020: 29 · 2019: 16 · 2018: 41 · 2017: 17 · 2016: 14 · 2015: 15 · 2014: 11 · 2013: 15 · 2012: 9
- FWCI
- 12.53
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Educational linguistics (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- code-switching, second language classroom, second language acquisition, communication strategies, language teaching strategies, non-native language teachers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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