Discussion: L1 as semiotic resource in content cum L2 learning at secondary level – empirical evidence from Hong Kong

Discussion: L1 as semiotic resource in content cum L2 learning at secondary level – empirical evidence from Hong Kong

• Li, Chor Shing David The Hong Kong Institute of Education

International Journal of Bilingual Education and Bilingualism, 2015

Routledge

2015

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

Bilingual Education Content and Language Integrated Learning Translanguaging Language Across The Curriculum Medium of Instruction Policy

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In this paper, I review the four articles in this special issue, elucidate the main challenges faced by bilingual teachers when helping their Cantonese-dominant students learn both the content and target language (English) through content and language integrated learning-compatible pedagogies, and give a critical appraisal of their respective contributions to good practices and theory-building in research on translanguaging or classroom code-switching.
[Copyright © 2015 Taylor & Francis.]

• 英文

期刊論文

• 13670050

https://bibliography.lib.eduhk.hk/tc/bibs/9c6a5fef

2015-06-23