ABSTRACT
The contributors to this volume demonstrate the relevance and ongoing value of codeswitching research, particularly when it is applied to the classroom (1) as a tool for expanding students’ language learning and (2) using their own home language(s) to learn. The volume also demonstrates the value of the increasing number of contributions under the auspices of translanguaging and associated trending terminologies. While there exists some disagreement, primarily at the theoretical level, about the compatibility of codeswitching with translanguaging (MacSwan, Chapter 1, this volume), there are also considerable areas for complementarity and agreement (Martínez and Martinez, Chapter 10, this volume). Both frameworks can be mobilized to refute ever resilient deficit theories and disempowering classroom practices so that students can be enabled to draw on their own linguistic resources in order to learn.
