ABSTRACT
This chapter addresses the grammatical aspects of intrasentential code switching and aims to show their relevance to the issues in education and schooling. The rejection of the semilingualism and prescriptivism discusses its impact upon the issues of curriculum, teaching, assessment, and the psychology of language and cognition. If the semilingualism is rejected, the Threshold Hypothesis of Cummins, adapted from Toukomaa and Skutnabb-Kangas needed to be revised to treat only two kinds of bilingualism, proficient or full bilingualism and partial bilingualism. Cummins sustains these claims by pointing to the studies in which transfer of content and skills across languages appears to be evident. Chomsky and Fodor suggest that the mind is organized as a system of interrelated modules, each of which is task-specific and independent. Oakes' concludes that the children who had been treated as 'good students', destined for success and achievement, wound up in higher tracks, while other children found themselves in the lower tracks.
