'Ακίνδυνη' εναλλαγή κωδίκων και διαγλωσσικότητα: It’s complicated

Abstract

This paper discusses linguistic data collected with ethnographic tools from Cypriot classrooms, and it examines aspects of code-switching (either between different languages or between different varieties of Greek) during learning activities in the school context. An attempt is made to show that code-switching, which takes place regularly and systematically despite the fact that the stated aim of the particular education system is the fostering of monolingualism in Standard Greek, is not an aspect of an implicit pedagogy of translanguaging, but, rather, that it reproduces dominant language ideologies and (pedagogical) practices. A comparison is attempted with ethnographic data from a pedagogical intervention focusing on translanguaging as a literacy learning tool, the ultimate aim being for the data from this particular educational context to shed some light on aspects of the occasionally complicated and uneasy relationship between the theoretical constructs of code-switching and translanguaging.