Journal Articles
Learning through L2--Content and language integrated learning (CLIL) and English as medium of instruction (EMI)
- Learning through L2--Content and language integrated learning (CLIL) and English as medium of instruction (EMI)
- International Journal of Bilingual Education and Bilingualism, 10(5), 663-682, 2007
- Routledge
- 2007
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- Hong Kong
- Germany
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- 1997.7 onwards
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- Secondary Education
- Content and Language Integrated Learning (CLIL) has been promoted by the European Union as a means to achieve multilingualism. While in Germany and other European countries the trend to use the L2 as a medium of instruction is increasing, in Hong Kong, however, we see a converse development. Many schools switched from English as a medium of instruction (EMI) to mother tongue education. The German CLIL concept promotes a gradual and cautious switch to L2 for only a few content subjects in the curriculum. The Hong Kong EMI approach introduces L2 after a short bridging period to most content subjects. Although the CLIL and EMI programmes both share the features of a late immersion programme, their approach to language use in classroom discourse frames is different. The current study was designed to examine the processes and effects of language learning in L2-taught content subjects. Based on samples from two history lessons in the German CLIL and the Hong Kong EMI context, classroom interaction was analysed with special focus on teacher/student talk and codeswitching. First results support the claim that constructive processes during classroom interaction are vital elements of language acquisition. [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/10.2167/beb465.0]
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- English
- Journal Articles
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- 13670050
- https://bibliography.lib.eduhk.hk/en/bibs/cd78c1df
- 2010-09-24
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