Jeff MacSwan is Professor of Applied Linguistics and Language Education at the University of Maryland. He is also Professor of Neuroscience and Cognitive Science, and affiliate Professor in the Department of Linguistics, the Center for the Advanced Study of Language, and the Maryland Language Science Center. MacSwan’s research program focuses on the linguistic study of bilingualism and codeswitching (or language alternation), and its implications for theories about the role of language in educational settings for multilingual students. He is the editor of the International Multilingual Research Journal, and serves on several editorial boards. Examples of his published work appear in American Educational Research Journal, Bilingualism: Language and Cognition, Lingua, Hispanic Journal of Behavioral Sciences, Teachers College Record, and in edited collections and handbooks. MacSwan recently served on the Committee on Fostering the Development and Educational Success of Dual Language Learners of the National Academies of Sciences, Engineering, and Medicine, and is a Fellow of the American Educational Research Association (AERA) and of the National Education Policy Center. In 2021, he received the Lifetime Achievement Award from AERA's Bilingual Education Research SIG as well as the Leadership through Scholarship Award from AERA's Second Language Research SIG.
Visiting Scholar, University of Bangor, Wales, Bilingualism Centre, June, 2009.
Visiting Scholar, University of California Linguistic Minority Research Institute (UCLMRI), UC Santa Barbara. Summer and fall, 2006.
Guest Professor (Gastwissenschaftler), Universität Hamburg, Centre for the Study of Multilingualism. Winter, 2004.
Visiting Scholar, Summer/fall, 2004, Department of Linguistics, Massachusetts Institute of Technology. Suzanne Flynn, Sponsor. Funded by the NAE/Spencer Foundation.
Postdoctoral Fellowship, 1997-1998, Psycholinguistics Laboratory, UCLA Linguistics Department; Professor Susan Curtiss, Sponsor. Funded by National Institutes of Health.
Recipient, Lifetime Achievement Award, Bilingual Education Research SIG, American Educational Research Association (AERA), 2021.
Recipient, Leadership through Scholarship Award, Second Language Research SIG, AERA, 2021.
Fellow, AERA, 2015 inductee.
Fellow, National Education Policy Center (CEPC), University of Colorado, Boulder, 2007 inductee.
Fellow, National Academy of Education/Spencer, 2003-2005.
Mentor Appreciation Award, ASU Graduate College, 2002-2003.
Fellow, AERA/Spencer Predoctoral Program, 1995-1996.
Books
MacSwan, J. (ed.) (Coming soon!) Language(s): Multilingualism and Its Consequences. Bristol, UK: Multilingual Matters.
MacSwan, J. & C. J. Faltis (eds.). (2020). Codeswitching in the Classroom: Critical Perspectives on Teaching, Learning, Policy, and Ideology. Language Education Tensions in Global and Local Contexts series. Washington, DC: Center for Applied Linguistics; and New York: Routledge.
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. ISBN 978-0309455374. Xx+507 pages. 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.
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.
Cohen, J., McAlister, K., Rolstad, K., & MacSwan, J. (eds.) (2005). ISB4: Proceedings of the 4th International Symposium on Bilingualism. Vols. 1-5. Somerville, MA: Cascadilla Press. ISBN 978-1574731071. Xxiv+2,455 pages.
MacSwan, J. (1999). A Minimalist Approach to Intrasentential Code Switching. Oustanding Dissertations in Linguistics series. New York: Garland. ISBN 978-0815332749. Xxvi+305 pages.
Refereed Articles
MacSwan, J. (2020). Translanguaging, language ontology, and civil rights. World Englishes, 39, 321-333.
MacSwan, J. (2020). Academic language as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 24(1), 28-36. DOI: 10.1177/1362168818777540
MacSwan, J. (2019). A reply to Malik. Lingua, 217, 101-108. DOI: 10.1016/j.lingua.2018.10.014
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.
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 http://epaa.asu.edu/epaa/v10n7/.
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.
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.
Rolstad, K., & MacSwan, J. (In press, 2021). Bilingualism. In E. G. Murillo Jr., S. Villenas, Ruth T. Galván, J. S. Muñoz, C. Martínez, & M. Machado-Casas (ed.), Handbook of Latinos and Education: Theory, Research and Practice. 2nd ed. New Jersey: John Benjamins. (Revision of Rolstad & MacSwan [2009] for 1st edition.)
MacSwan, J. (In press, 2021). Codeswitching and translanguaging. In A. M. Escobar & S. S. Mufwene (eds.). Cambridge Handbook of Language Contact. Cambirdge: Cambridge University Press.
MacSwan, J. (2021). Theoretical approaches to the grammar of codeswitching, pp. 88-109. In E. Adamou & Y. Matras (eds.), Routledge Handbook of Language Contact. New York: Routledge.
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 1st edition.)
Rolstad, K., & MacSwan, J. (2009). Bilingualism. In E. G. Murillo Jr., S. Villenas, Ruth T. Galván, J. S. Muñoz, C. Martínez, & M. Machado-Casas (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.
MacSwan, J. (In press). Deconstructivism: A reader’s guide. (In press, 2021). In J. MacSwan (ed.) Language(s): Multilingualism and Its Consequences. Bristol, UK: Multilingual Matters.
MacSwan, J. (In press). Codeswitching, translanguaging, and mental grammar. In J. MacSwan (ed.) Language(s): Multilingualism and Its Consequences. Bristol, UK: Multilingual Matters.
MacSwan, J. (2020). Linguistic and sociolinguistic foundations of codeswitching research, pp. 3-38. In J. MacSwan & C. Faltis (eds.), Codeswitching in the Classroom: Critical Perspectives on Teaching and Learning, Policy and Ideology. New York: Routledge.
MacSwan, J., Guzman, N., McAlister, K. T., & Marcus, M. (2020). Effects of home codeswitching practices on bilingual language acquisition, pp. 148-163. In J. MacSwan & C. Faltis (eds.), Codeswitching in the Classroom: Critical Perspectives on Teaching, Learning, Policy and Ideology. New York: Routledge.
MacSwan, J. (2019). A multilingual perspective on translanguaging. In D. Macedo (ed.), Decolonizing Foreign Language Education: The Misteaching of English and Other Colonial Languages. New York: Routledge. Reprint; same as MacSwan (2017), AERJ, in Articles.
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. Available at http://epsl.asu.edu/aepi/Report/EPSL-0509-110-AEPI.pdf.
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.
Institute of Education Science (IES), Field Initiated Studies Program, $693,083, AY 2000-2005, extended AY-2006-2008. Award R305T000164. Principal Investigator: Jeff MacSwan. Project title: “Beyond Program Effectiveness Research: Explaining Achievement Differences among Limited English Proficient Students.”
Spencer Foundation, $50,000, AYs 2003-2005. National Academy of Education Postdoctoral Fellowship. Principal Investigator: Jeff MacSwan. Project title: “Understanding Language in Language Minority Education: Toward a Theory of Language in Contact.”
National Institutes of Health (National Institute of Child Health and Human Development and National Institute on Deafness and Other Communication Disorders), $9,000, AY 2003-2004. Principal Investigator: Jeff MacSwan. Award HD43850-01. Conference Grant (R13). Support for the 4th International Symposium on Bilingualism (ISB4).
National Science Foundation (Linguistics/Behavioral and Cognitive Sciences Division), $9,000. Principal Investigator: Jeff MacSwan. Award 0236561. Support for the 4th International Symposium on Bilingualism (ISB4), AY 2003-2004.
Field-Initiated Studies Research Stimulus Grant, Arizona State University College of Education, $30,000, AY 2003-2004. Principal Investigators: Douglas Clark, Eugene Garcia, Jeff MacSwan, Wilhelmina Savenye. Project title: “Technology Opening Diverse Opportunities for Science (TODOS).”
Ford Foundation, $16,000. International travel support for participating scholars from low-resource institutions to attend the 4th International Symposium on Bilingualism (ISB4), AY 2003-2004. Principal Investigator: Jeff MacSwan.
Arizona School Boards Association, $5,000. Support for the 4th International Symposium on Bilingualism (ISB4). AY 2003-2004. Principal Investigator: Jeff MacSwan.
California Association for Bilingual Education, $2,500. Support for the 4th International Symposium on Bilingualism (ISB4). AY 2003-2004. Principal Investigator: Jeff MacSwan.
Multilingual Matters, $6,000. Support for the 4th International Symposium on Bilingualism (ISB4), April 30-May 3, 2003. Principal Investigator: Jeff MacSwan.
Arizona State University Office of the Vice Provost for Research, $10,000. Support for the 4th International Symposium on Bilingualism (ISB4). AY 2003-2004. Principal Investigator: Jeff MacSwan.
Arizona State University College of Liberal Arts and Sciences, $10,000. Support for the 4th International Symposium on Bilingualism (ISB4). AY 2003-2004. Principal Investigator: Jeff MacSwan.
Institute for Advanced Study of Education Grant, Arizona State University College of Education, $48,000, AY 2003-2004. Project title: “Arizona Language Minority Education Research Institute.” Arizona State University faculty participants: Terrence G. Wiley, Josué González, Jeff MacSwan, Kellie Rolstad, Denis Viri, Carlos Ovando, Kay Hunnicutt; University of Arizona faculty participants: Teresa McCarty, Luis Moll, Richard Ruiz, Mary Eunice Romero, Mary Carol Combs; Northern Arizona University faculty participants: Mary McGroarty, Frances Riemer, Jon Rehyner, Norbert Francis, Jim Wilce. Principal Investigators: Terrence G. Wiley and Teresa McCarty.
Instructional Improvement Grant, Arizona Board of Regents, ESL Teaching Methods Infusion in Mainstream Classrooms, $25,000, AY 2002-2003. Principal Investigators: Billie Enz, Kellie Rolstad, Jeff MacSwan. Provides funds for curriculum development for post-baccalaureate program in Teaching English as a Second Language (ESL/bilingual certification) for in-service K-12 teachers.
IES/AERA Dissertation Fellowship, Kate S. Mahoney, student applicant. $17,000, AY 2002-2003. Faculty sponsor/PI: Jeff MacSwan. Project title: “Linguistic Influences on Differential Item Functioning for English Learners on a Standardized Achievement Test.”
Seed Grant, Office of the Vice Provost for Research, Arizona State University, $8,000, AY 2001-2002. Principal Investigator: Jeff MacSwan. Project title: “The Limits of Native Language Attrition in Late Sequential Bilinguals.”
Small Grant, Spencer Foundation, $35,000, AY 1999-2000. Principal Investigator: Jeff MacSwan. Project title: “The Non-Non Crisis: Do Some School-age Children Know No Language?”
Title VI National Resource Fellowship, $8,000, AY 1996-1997. Fellowship to conduct dissertation research on less commonly studied languages (Nahuatl).
AERA/Spencer Predoctoral Fellowship, $2,500, AY 1995-1996.