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A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk The paper is concerned with teachers' and students' alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing.

This paper outlines relevant issues in analyzing foreign language classroom communication patterns. Following a brief theoretical and historical background, it proceeds to discuss technical aspects of data collection and elaboration. Recording interaction between teachers and students is difficult but it later leads to an even more challenging task of transcribing talk. For this purpose, the article offers model instances of different traditions in compiling transcripts. However, the bulk of the present text is devoted to the exemplification of different applications of analysis of educational discourse. The samples, drawn from classroom interactions involving English, French and Polish as L2, illustrate topics such as corrective feedback, metatalk, the use of L1, and teacher questions. At the end, recommendations are given regarding further explorations and readings.

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