Journal Articles
How much L1 is too much? Teachers' language use in response to students' abilities and classroom interaction in Content and Language Integrated Learning
- How much L1 is too much? Teachers' language use in response to students' abilities and classroom interaction in Content and Language Integrated Learning
- International Journal of Bilingual Education and Bilingualism, 18(3), 270-288, 2015
- Routledge
- 2015
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2 proficiency, particularly in English-as-a-foreign-language contexts. Nonetheless, researchers have also warranted 'judicious' and 'principled' use of L1 so that both content and language learning are facilitated. The question thus remains is whether teachers can use L1 appropriately to suit their students' needs. This study seeks to address this question. It includes data from 30 Grade 10 lessons in Hong Kong CLIL classrooms, where students' L2 proficiency varied considerably. Using both quantitative and qualitative analyses, this study shows that when teaching students with limited L2 proficiency, teachers used a significant proportion of L1 in lessons to explain the subject content, interact with students and develop students' L2 metalinguistic awareness. In contrast, with students highly proficient in L2, teachers used little L1, mainly to provide translation equivalents for L2 subject-specific vocabulary items. This study thus shows that teachers seemed to be sensitive when making use of students' existing linguistic repertoires. [Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13670050.2014.988112]
-
- English
- Journal Articles
-
- 13670050
- https://bibliography.lib.eduhk.hk/bibs/dd040916
- 2015-10-16
Recent Journal Articles
Mathematical ability at a very young age: The contributions of relationship quality with parents and teachers via children's language and literacy abilitiesJournal Articles
Making sense of interdisciplinary general education curriculum design: Case study of common core curriculum at the University of Hong KongJournal Articles
Making the importance of libraries and librarians visible: An international online library skills initiative in response to COVIDJournal Articles
International perspectives on teacher induction: A systematic reviewJournal Articles
Investigating career-related teacher support for Chinese secondary school students in Hong KongJournal Articles
International education 'here' and 'there': Geographies, materialities and differentiated mobilities within UK degreesJournal Articles
Instructional practices and students' reading performance: A comparative study of 10 top performing regions in PISA 2018Journal Articles
Intercultural education and sports: Teaching kabaddi in a multicultural setting in Hong KongJournal Articles