Translation, Code Switching, and Code Mixing in the Bilingual or Multilingual Classroom

Abstract

To explore the use of translation, code-switching, and codemixing in the bilingual/multilingual ESL classroom is the primary aim of this paper. Specifically, it will explore how translation, code switching, and/or code mixing contribute to not only comprehension of L2 text but also to the development of learners’ understanding of and participation in both L1 and L2 knowledge systems. Furthermore, this paper suggests that these processes of understanding and participation are manifested in the bilingual’s creativity relating to contact literatures.