T(w)o and Fro: Using the L1 as a Language Teaching Tool in the CLIL Classroom

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  • Author(s): Gallagher, Fiona; Colohan, Gerry
  • Language:
    English
  • Source:
    Language Learning Journal. 2017 45(4):485-498.
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Secondary Education
    • Subject Terms:
      Foreign Countries; Bilingual Students; Teaching Methods; Native Language; Second Language Instruction; English (Second Language); Code Switching (Language); Grammar; Bilingual Education; Language Usage; Secondary School Students; Verbal Communication; Italian; Sentences; Feedback (Response); Attitude Measures; Student Attitudes; Program Effectiveness
    • Subject Terms:
      Italy
    • Accession Number:
      10.1080/09571736.2014.947382
    • ISSN:
      0957-1736
    • Abstract:
      This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a geography through English Content-Language Integrated Learning (CLIL) classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching/translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the "twisted dictation" used in the study, can be an effective means of both drawing students' attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors suggest that the use of the L1 as a language teaching and learning tool is not limited to the CLIL or immersion classroom, but could be adapted for use in other language learning contexts.
    • Abstract:
      As Provided
    • Number of References:
      65
    • Publication Date:
      2017
    • Accession Number:
      EJ1164864