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Erika Mária Tódor: Language-pedagogical relations of code-switching and asymmetric bilingualism

The present paper deals with the psycho-pedagogic aspects of linguistic code-switching in the context of asymmetric, institutional bilingualism through the acquisition of the Romanian language as a non-native (second) language in a predominantly Hungarian ethno-linguistic context. The aim of the research was to describe the forms, characteristics and factors that generate the phenomenon of linguistic code-switching, on the basis of the opinions and attitudes of teachers and students as well as through observations of classroom processes. The simultaneous use of both languages (that of Hungarian and Romanian) offers a variety of pedagogic outcomes, but their inadequate use can generate complex difficulties in both teaching and learning. Describing, and raising awareness of, these advantages and disadvantages are indispensable in devising an effective language specific didactic strategy in which language acquisition is not only confined to its teaching as a subject but it also becomes a means of learning and self-expression.

MAGYAR PEDAGÓGIA 105. Number 1. 41-58. (2005)

Levelezési cím / Address for correspondence: RO-530172, Miercurea-Ciuc, Bld. Fratiei, 8/B/19.


Magyar Tudományos Akadémia