Conceptualising the Potential Role of L1 in CLIL

Autor/in	Lin, Angel M. Y.
Titel	Conceptualising the Potential Role of L1 in CLIL
Quelle	In: Language, Culture and Curriculum, 28 (2015) 1, S.74-89 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2014.1000926
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Course Content; Language Role; Native Language; Linguistic Input; Language of Instruction; Linguistic Theory; Immersion Programs; Language Attitudes; Educational Policy; Multilingualism; Monolingualism; Bilingual Education; Code Switching (Language); Educational Research; Research Needs + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Sprachbildung; Teaching language; Unterrichtssprache; Linguistische Theorie; Immersionsprogramm; Sprachverhalten; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf
Abstract	Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching [e.g. Littlewood, W., & Yu, B. 2009. First language and target language in the foreign language classroom. "Language Teacher," 42, 1-14], monolingual immersion ideologies are still dominant in many contexts in the world (especially in Southeast Asia) because of a whole host of ideologies. The beliefs affecting medium of instruction policies and practice have their roots in the traditional tenets (e.g. the maximum input hypothesis) in the discipline of second language acquisition (SLA). Although these tenets are increasingly being countered by recent research in multilingualism [see May, S. (Ed.). (2014). "The multilingual turn: Implications for SLA, TESOL and bilingual education." New York: Routledge, for a critique of these tenets], SLA still has an influence on pedagogies in both immersion and CLIL programmes. In this paper, I shall first critically review these deep-rooted monolingual tenets. Then, I shall discuss how we can conceptualise the potential role of L1 in CLIL and by extension in content-based instruction (CBI), as both CLIL and immersion programmes are considered to be key approaches to CBI. I shall conclude with suggestions for future research in CLIL. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01