ABSTRACT
This conclusion presents some closing thoughts of the concepts discussed in the preceding chapters of this book. The book aims to explore code-crossing's implications for educational discourses in multilingual situations. It falls into two main parts. The first part, the data on crossing serves as the base for a discussion of some of the assumptions dominating English policy on language education. The issues addressed are: the teaching of English as a second language; bilingual education; language awareness as a theme within the curriculum. The second part, addresses the notion of the 'native speaker'. The book suggests in sociolinguistic circles there is a great deal of dissatisfaction with this concept, but it continues in international circulation because, so far, no alternative formulation seems to be available. Code crossing processed ethnic difference and stratification against a highly complex set of situational contingencies the stage and state of talk, the activity type, the institutional setting, the relationship between interlocutors, and so forth.
