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
-
- 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
- https://bibliography.lib.eduhk.hk/en/bibs/cd78c1df
- 2010-09-24
Recent Journal Articles
Using the family resemblance approach to inform STEAM educationJournal Articles
Differences in interaction strategy use between L1 and L2 group discussions of primary school studentsJournal Articles
Students’ science achievement in cognitive domains: Effects of practical work and clarity of instructionJournal Articles
Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learningJournal Articles
Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management systemJournal Articles
Leadership for action on climate change: The role of education policy and professional standards in the Hong Kong contextJournal Articles
Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheetsJournal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles