Roger Barnard is an Associate Professor in Applied Linguistics at the University of Waikato, New Zealand. His recent publications include Researching Language Teacher Cognition and Practice (2012, edited with Anne Burns) and Creating Classroom Communities of Learning (2009, edited with Maria Torres-Guzman).James McLellan is a Senior Lecturer in English Language and Linguistics at Universiti Brunei Darussalam. His recent publications include Code Switching in Malaysia (2009, edited with M.K. David, S. Rafik-Galea and Ain Nadzimah Abdullah ).

• ContributorsTranscription conventionsRoger Barnard and James McLellan: IntroductionErnesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research?1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea9. Andy Kirkpatrick: Afterword

Barnard and McLellan have brought together a group of rigorous empirical investigations of one of the most overlooked and undertheorized aspects of second-language classrooms, namely the use of the first language and the practice of codeswitching in the second-language classroom. This collection of studies done across Asia should be read by applied linguists, language teachers at all levels, and particularly educational policy-makers who currently assert that there is no place in the classroom for codeswitching and the students' first language.