Abstract
In this paper I provide a review of the historical development of different research paradigms and approaches adopted in studies on classroom code-switching. I also discuss the difficulties and problems faced by this field of studies and share some of my own critical reflections on how this field might move forward in the future, speaking from the position of a researcher who has been engaged in this area of studies for close to three decades.
About the author
Angel Lin received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto. She is currently an Associate Professor and Associate Dean (Learning & Teaching) in the Faculty of Education, The University of Hong Kong. Well-respected for her versatile, interdisciplinary intellectual scholarship in language and identity studies, bilingual education, classroom discourse analysis, and youth cultural studies, she has co-authored/edited six research books and over eighty research articles and book chapters. She serves on the editorial boards of a number of international research journals including: Applied Linguistics, British Educational Research Journal, International Journal of Bilingual Education and Bilingualism, Language and Education, Journal of Critical Discourse Studies, and Pragmatics and Society.
©[2013] by Walter de Gruyter Berlin Boston
