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)

• Wannagat, Ulrich Dept. of Linguistics and Modern Languages, Chinese University of Hong Kong

International Journal of Bilingual Education and Bilingualism, 10(5), 663-682, 2007

Routledge

2007

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• F Learning & Teaching
  • FH Classroom Communication

Classroom Communication Language of Instruction Interaction Foreign Countries German Second Language Instruction Language Acquisition Multilingualism Immersion Programs History Instruction Europe Germany Hong Kong

• Hong Kong
• Germany

• 1997.7 onwards

• 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]

• English

Journal Articles

• 13670050

• 10.2167/beb465.0

https://bibliography.lib.eduhk.hk/en/bibs/cd78c1df

2010-09-24