Curriculum genres and task structure as frameworks to analyse teachers' use of L1 in CBI classrooms

Curriculum genres and task structure as frameworks to analyse teachers' use of L1 in CBI classrooms

• Lo, Yuen Yi The University of Hong Kong
• Lin, Angel M. Y. Simon Fraser University, British Columbia

International Journal of Bilingual Education and Bilingualism, 22(1), 78-90, 2019

Routledge

2019

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBA 教學目標、課程及評鑑

Content-based Education Content and Language Integrated Learning (CLIL) Use of L1 Curriculum Genres Task Structures

• Hong Kong

• 1997.7 onwards

• 中學教育

Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning process. The functions of L1 in content-based classrooms have been well documented, but it is necessary to have a more systematic approach to planning and using L1. This paper seeks to address this gap by applying the notions of 'curriculum genres' and 'task structure' when analysing patterns of teachers' use of L1 and L2 in a collection of content subject lessons observed in English-medium secondary schools in Hong Kong. With illustrative episodes presented in this paper, we would argue that 'curriculum genres' and 'task structure' can serve as useful tools for both researchers and teachers to analyse and critically reflect on patterns of pedagogic practices and language use in content-based classrooms. These will have significant implications for future research on using L1 and illuminate effective pedagogy in content-based education.
[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge.]

• 英文

期刊論文

• 13670050

• 10.1080/13670050.2018.1509940

https://bibliography.lib.eduhk.hk/tc/bibs/8ca23673

2020-06-08