Recent Books
MacSwan, J. & C. Faltis (eds.). (2020). Codeswitching in the Classroom: Critical Perspectives on Teaching and Learning, Policy and Ideology. Language Education Tensions in Global and Local Contexts series. New York: Routledge.
MacSwan, J. (ed.) (2014). Grammatical Theory and Bilingual Codeswitching. Language and Linguistics series. Cambridge: MIT Press. ISBN 978-0-262-02789-2. Viii+326 pages.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. DOI: 10.17226/24677. Authors (alphabetically listed): Alfredo Artiles; Diane August; Xavier Botana; Bobbi Ciriza Houtchens; Dylan Conger; Richard Durán; Linda Espinosa; Eugene Garcia; Fred Genesee; Kenji Hakuta; Arturo Hernandez; Jeff MacSwan; Harriett Romo; Maria Sera; Ruby Takanishi; Catherine Tamis-LeMonda; Kevin Thomas; Claudio Toppelberg; Lily Wong Fillmore.
Refereed Articles
MacSwan, J. (2018). Academic language as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research. DOI: 10.1177/1362168818777540
MacSwan, J., Thompson, M., Rolstad, K., McAlister, K., & Lobo, G. (2017). Three theories of the effects of language education programs: An empirical evaluation of bilingual and English-only policies. Annual Review of Applied Linguistics, 37, 218-240. DOI: 10.1017/S0267190517000137
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. DOI: 10.3102/0002831216683935
MacSwan, J. (2016). Codeswitching and the timing of lexical insertion. Linguistic Approaches to Bilingualism, 6(6), 786-791.
Rolstad, K., MacSwan, J., & Guzman, N. (2015). Bilingual learners and the purposes of language assessment. Miríada Hispánica, 10, 207-224.
Rolstad, K., & MacSwan, J. (2014). The facilitation effect and language thresholds. Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.01197
Rolstad, K., MacSwan, J., & Mahoney, K. (2012). The ineffectiveness of English immersion in Arizona. International Journal of Language Studies, 6(2), 137-150. Reprinted as Rolstad, K., MacSwan, J., & Mahoney, K. (2014). The ineffectiveness of English immersion in Arizona. In G. McField (ed.) The Miseducation of English Learners. Carlotte, NC: Information Age Publishing.
MacSwan, J. & McAlister, K. (2010). Naturalistic and elicited data in grammatical studies of codeswitching, pp. 521-532. Studies in Hispanic and Lusophone Linguistics.
MacSwan, J. & Mahoney, K. (2008). Academic bias in language testing: A construct validity critique of the IPT I Oral Grades K-6 Spanish Second Edition. Journal of Educational Research and Policy Studies, 8(2), 85-100.
van Gelderen, E. & MacSwan, J. (2008). Interface conditions and codeswitching: Pronouns, lexical DPs, and checking theory. Lingua, 118(6), 765-776.
MacSwan, J., & Rolstad, K. (2006). How language tests mislead us about children’s abilities: Implications for special education placements. Teachers College Record, 108(11), 2304–2328.
MacSwan, J. (2005). Précis of a Minimalist Approach to Intrasentential Code Switching. Italian Journal of Linguistics, 17(1), 55-92.
MacSwan, J., & Pray, L. (2005). Learning English bilingually: Age of onset of exposure and rate of acquisition of English among children in a bilingual education program. Bilingual Research Journal, 29(3), 687-712.
MacSwan, J. (2005). Codeswitching and generative grammar: A critique of the MLF model and some remarks on “modified minimalism.” Bilingualism: Language and Cognition, 8(1), 1-22.
MacSwan, J. (2005). Comments on Jake, Myers-Scotton and Gross’s response: There is no ‘matrix language.’ Bilingualism: Language and Cognition, 8(2), 277-284.
MacSwan, J. & Rolstad, K. (2005). Modularity and the facilitation effect: Psychological mechanisms of transfer in bilingual students. Hispanic Journal of the Behavorial Sciences, 27(2), 224-243.
Mahoney, K. S., & MacSwan, J. (2005). Re-examining identification and reclassification of English Language Learners: A critical discussion of select state practices. Bilingual Research Journal, 29(1), 31-42.
Curtiss, S., MacSwan, J., Schaeffer, J., Kural, M., & Sano, T. (2004). GCS: A grammatical coding system for natural language data. Behavior Research Methods, Instruments, and Computers, 34(3), 459-480.
Valadez, C., MacSwan, J., & Martínez, C. (2002). Toward a new view of low achieving bilinguals: A study of linguistic competence in designated “semilinguals.” Bilingual Review, 25(3), 238-248.
MacSwan, J., Rolstad, K., & Glass, G. V. (2002). Do some school-age children have no language? Some problems of construct validity in the Pre-LAS Español. Bilingual Research Journal, 26(2), 213-238.
Thompson, M. S., DiCerbo, K., Mahoney, K. S., & MacSwan, J. (2002). ¿Éxito en California? A validity critique of language program evaluations and analysis of English learner test scores. Education Policy Analysis Archives, 10(7), entire issue. Available at https://epaa.asu.edu/ojs/article/view/286
MacSwan, J. (2000). The Threshold Hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences, 22(1), 3-45.
MacSwan, J. (2000). The architecture of the bilingual language faculty: Evidence from codeswitching. Bilingualism: Language and Cognition, 3(1), 37-54. Reprinted as: (1) MacSwan, J. (2009). The architecture of the bilingual language faculty: Evidence from codeswitching, pp. 97-129. In Li Wei (ed.), Bilingualism and Multilingualism: Critical Concepts in Linguistics, Vol. 1. Linguistic and Developmental Perspectives. Oxford/New York: Routledge, Taylor & Francis. (2) MacSwan, J. (2002). Reka Bentuk Fakulti Bahasa Penutur Dwibahasa: Bukti daripada Pengalihan Kod Intraayat [The architecture of the bilingual language faculty: Evidence from codeswitching]. Jurnal Bahasa, 2(1), 1-24.
Rolstad, K., MacSwan, J., McLaren, P. (2000). Pädagogik und Sprache: Basil Bernsteins Werk und Wirkung. [Pedagogy and language: Basil Bernstein’s work and impact]. Sozialwissenschaftliche Literatur Rundschau, 1, 5-11.
MacSwan, J. (1999). The argument status of NPs in Southeast Puebla Nahuatl: Comments on the Polysynthesis Parameter. Southwest Journal of Linguistics, 17(2), 101-114.
Handbook Chapters
MacSwan, J. (2016). Codeswitching in adulthood, pp. 183-200. In E. Nicoladis & S. Montanari (eds.). Lifespan Perspectives on Bilingualism. Washington, DC: American Psychological Association & Berlin: Walter de Gruyter.
MacSwan, J. (2013). Code switching and linguistic theory, pp. 223–350. In T. K. Bhatia & W. Ritchie (eds.), Handbook of Bilingualism and Multilingualism, 2nd edition. Oxford: Blackwell. (Substantial revision of MacSwan [2004] for Handbook of Bilingaulism, 1st edition.)
Rolstad, K., & MacSwan, J. (2009). Bilingualism and education. In E. G. Murillo, Jr. (ed.), Handbook of Latinos and Education: Theory, Research and Practice. New Jersey: John Benjamins.
MacSwan, J. (2009). Generative approaches to codeswitching, pp. 309-335. In A. J. Toribio & B. E. Bullock (eds.), Cambridge Handbook of Linguistic Codeswitching. Cambridge University Press.
MacSwan, J. (2004). Code switching and linguistic theory, pp. 415–462. In T. K. Bhatia & W. Ritchie (eds.), Handbook of Bilingualism. Oxford: Blackwell.
Book Chapters
MacSwan, J. (2020). Theoretical foundations of codeswitching research. In J. MacSwan & C. Faltis (eds.), Codeswitching in the Classroom: Critical Perspectives on Teaching and Learning, Policy and Ideology. New York: Routledge.
MacSwan, J., McAlister, K., Guzman, N., & Marcus, M. (2020). Effects of home codeswitching practices on bilingual language acquisition. In J. MacSwan & C. Faltis (eds.), Codeswitching in the Classroom: Critical Perspectives on Teaching and Learning, Policy and Ideology. New York: Routledge.
MacSwan, J. (2014). Programs and proposals in codeswitching research: Unconstraining theories of bilingual language mixing, pp. 1-33. In J. MacSwan (ed.), Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
MacSwan, J. & Colina, S. (2014). Some consequences of language design: Codeswitching at the PF interface, pp. 185-210. In J. MacSwan (ed.), Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
Stabler, E. P., Jr., & MacSwan, J. (2014). A minimalist parsing model for codeswitching, pp. 257-282. In J. MacSwan (ed.), Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
Rolstad, K., MacSwan, J., & Mahoney, K. (2014). The ineffectiveness of English immersion in Arizona. In G. McField (ed.), The Miseducation of English Learners. Charlotte, NC: Information Age Publishing. (Same as Rolstad, MacSwan & Mahoney, 2012, in Articles.)
Krashen, S., Rolstad, K. & MacSwan, J. (2012). Review of “Research summary and bibliography for Structured English Immersion programs” of the Arizona English Language Learners Task Force, pp. 107-119. In C. Faltis & B. Arias (eds.), English Learners in Arizona. Bristol, UK: Multilingual Matters. (Substantially the same as Krashen, Rolstad, and MacSwan, 2007, in Reports.)
MacSwan, J. (2011). Plenary address: Unconstraining codeswitching theories. Proceedings from the Annual Meeting of the Chicago Linguistic Society 44. Chicago: University of Chicago Press.
MacSwan, J., & Rolstad, K. (2010). The role of language in theories of academic failure for linguistic minorities, pp. 173-195. In J. Petrovic (ed.) International Perspectives on Bilingual Education: Policy, Practice, and Controversy. Carlotte, NC: Information Age Publishing.
Mahoney, K., MacSwan, J., Haladyna, T., & Garcia, D. (2009). Castañeda’s third prong: The achievement of Arizona’s English Language Learners under Proposition 203, pp. 50-64. In P. Gándara & M. Hopkins (ed). Forbidden Languages. New York: Teachers College Press.
Valdés, G., MacSwan, J., & Alvarez, L. (2009). Deficits and differences: Perspectives on language and education. In Paper for the National Academy of Sciences Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap. Menlo Park: National Academies Press.
Mahoney, K., Haladyna, T., & MacSwan, J. (2009). The need for multiple measures in reclassification decisions: A validity study of the Stanford English Language Proficiency Test (SELP). In J. S. Lee, T. G. Wiley, & R. Rumberger (eds.), The Education of Language Minority Immigrants in the USA. Bristol, UK: Multilingual Matters.
Cantone, K. F., & MacSwan, J. (2009). The syntax of DP-internal codeswitching, pp. 243-278. In L. Isurin, D. Winford, & K. de Bot (eds.) Multidisciplinary Approaches to Codeswitching. Amsterdam: John Benjamins Publishing.
MacSwan, J. (2008). Stephen Krashen, pp. 413-414. In J. Gonzalez (ed.), Encyclopedia of Bilingual Education. Thousand Oaks, California: Sage Publishers.
MacSwan, J., & Rolstad, K. (2008). Semilingualism: Theory and critique, pp. 737-739. In J. Gonzalez (ed.), Encyclopedia of Bilingual Education. Thousand Oaks, California: Sage Publishers.
Rolstad, K., & MacSwan, J. (2008). BICS/CALP: Theory and critique, pp. 62-65. In J. Gonzalez (ed.), Encyclopedia of Bilingual Education. Thousand Oaks, California: Sage Publishers.
Mahoney, K., MacSwan, J., & Thompson, M. (2005). The condition of English Language Learners in Arizona: 2005, pp. 1-24. In D. Garcia & A. Molnar (Eds.), The Condition of PreK-12 Education in Arizona, 2005. Tempe, AZ: Education Policy Research Laboratory, Arizona State University.
MacSwan, J. (2005). The “non-non” crisis and academic bias in native language assessment of linguistic minorities, pp. 340-375. In Cohen, J., McAlister, K., Rolstad, K., & MacSwan, J. (Eds.) ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press.
Mahoney, K., Thompson, M., & MacSwan, J. (2004). The condition of English Language Learners in Arizona, 2004, pp. 1-27. In A. Molnar (Ed.), The Condition of PreK-12 Education in Arizona, 2004. Tempe, AZ: Education Policy Research Laboratory, Arizona State University. Available at http://epsl.asu.edu/aepi/EPSL-0405-106-AEPI.pdf.
MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social class: Rethinking our conception of language proficiency in language minority education, pp. 329-340. In C. B. Paulston & R. Tucker (Eds.), Sociolinguistics: The Essential Readings. Oxford: Blackwell.
MacSwan, J. (2002). Bilingualism, pp. 52-57. In B. J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice. Santa Barbara: ABC-CLIO Publishers.
MacSwan, J. (2002). Language acquisition, pp. 273-276. In B. J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice. Santa Barbara: ABC-CLIO Publishers.
Grinstead, J., MacSwan, J. Curtiss, S., & Gelman, R. (1998). The autonomy of number and grammar in development. In A. Greenhill, M. Hughes, H. Littlefield, & H. Walsh (Eds.), BUCLD 22: Proceedings of the 22nd Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.