Multilinguality, multimodality, and multicompetence: code- and modeswitching by minority ethnic children in complementary schools

Li, Wei (2011) Multilinguality, multimodality, and multicompetence: code- and modeswitching by minority ethnic children in complementary schools. The Modern Language Journal 95 (3), pp. 370-384. ISSN 0026-7902.

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Official URL: http://dx.doi.org/10.1111/j.1540-4781.2011.01209.x

Abstract

This article examines the multilingual and multimodal practices of British Chinese children in complementary school classes from a multicompetence perspective. Using classroom interaction data from a number of Chinese complementary schools in 3 different cities in England, the article argues that the multicompetence perspective enables a holistic look at codeswitching and modeswitching by multilingual children of minority ethnic background and helps to highlight creativity and criticality—2 important and closely related concepts that have hitherto been underexplored in multilingualism research.

Metadata

Item Type:	Article
School:	Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication
Depositing User:	Administrator
Date Deposited:	05 Jul 2012 14:20
Last Modified:	09 Aug 2023 12:31
URI:	https://eprints.bbk.ac.uk/id/eprint/4896

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