Conceptualising the potential role of L1 in CLIL

Lin, Angel M. Y.

doi:10.1080/07908318.2014.1000926

Cited by 187 publications

(111 citation statements)

References 26 publications

(25 reference statements)

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“…The percentage of native teachers is not as high in the case of English although there are programmes in Spain where most teachers in CBI/CLIL programmes are native speakers of English. Third, the dichotomy native speaker vs. non-native speaker implies a separation of communicative competence that is often not applicable to multilingual speakers who have a multilingual repertoire (see Cenoz & Gorter, 2011;Lin, 2015).…”

Section: Target Languagementioning

confidence: 99%

Content-based instruction and content and language integrated learning: the same or different?

Cenoz

2015

Language, Culture and Curriculum

224

100

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This article looks at the characteristics of Content-Based Instruction (CBI) and Content land Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as the medium of instruction, the language, societal and educational aims and the typical type of child are the same in CBI and CLIL programmes. The use of both CBI and CLIL refers to programmes where academic content is taught through a second or additional language and the preference for one term over the other is associated with contextual and accidental characteristics. In this article, there are examples from Basque education where academic content is often taught through the medium of Basque and English to students with Spanish as a first language. The examples show that even if there are more subjects taught through the medium of Basque than through the medium of English, there are no essential differences between CBI (partial immersion in the Basque example) and CLIL (English-medium instruction in the Basque example). The need to share the research findings of CBI/ CLIL programmes is highlighted.Keywords: content-based instruction; CLIL; multilingual education; language teaching; Basque; English A school in the Basque Country We visit a class in a school located in the Basque Country where Basque is spoken by approximately 30% of the population. The use of Basque is not the same in different areas and our school is located in a Spanish-speaking area, Bilbo Handia-Gran Bilbao, in the Basque Autonomous Community (BAC) where only 23.1% of the population can speak Basque and Spanish is the majority language spoken by the whole population. There are 22 students in this class. The students are in the third year of secondary school (14-15 years old). All the students have Spanish as a first language except for two immigrant children who speak Romanian at home. These immigrant children also have Spanish as their dominant language because they have lived in the Basque Country for more than 10 years, and they speak Spanish to their classmates. They can understand Romanian very well but they often answer their parents in Spanish and they always speak Spanish with their © 2015 The Author(s). Published by Taylor & Francis. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.*Email: jasone.cenoz@ehu.es Language, Culture and Curriculum, 2015 Vol. 28, No. 1, 8-24, http://dx.doi.org/10.1080/07908318.2014 friends. The class we visit is what is known in the Basque Country as the B model which has Basque and Spanish as the languages of instruction (see Cenoz, 2009). This ...

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Section: Target Languagementioning

confidence: 99%

Content-based instruction and content and language integrated learning: the same or different?

Cenoz

2015

Language, Culture and Curriculum

224

100

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“…We also agreed that our activities should consider the language triptych (Coyle et al, 2010, p. 36) to ensure that learners had opportunities to explore the language of/for/ through learning in a lesson. In relation to activities, we discussed the value of graphic organisers and the use of L1 (Spanish, in this context) as another scaffolding tool (Lin, 2015). Finally, in groups, the participants drafted a lesson plan together with activities and materials.…”

Section: Methodsmentioning

confidence: 99%

“…However, CLIL is not only circumscribed to Europe (see Pérez Cañado, 2011;Ruiz de Zarobe and Cenoz, 2015) since it is also found in Africa (see Gustaffson, 2011), Asia (e.g Lin, 2015;Robertson & Adamson, 2013) and Latin America (see Banegas, 2013b;Mariño Avila, 2014).…”

Section: Defining Clilmentioning

confidence: 99%

Teachers develop CLIL materials in Argentina: A workshop experience

Banegas¹

2016

laclil

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Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless, CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina and that teacher pedagogies and materials match the L1 curriculum and overall context. Therefore, teachers initially educated in other paradigms need professional development opportunities to understand CLIL as an innovative language teaching approach. The aim of this article is to reflect on CLIL materials produced by a group of Argentinian teachers as part of a professional development workshop. In this article, I shall first conceptualize CLIL and review the literature around CLIL materials. Then, I describe the workshop and offer content analysis of participants' lesson plans. I shall conclude with emergent working principles based on these participants' practices and suggestions for further research.

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“…Another example of a multilingual approach is explained by Lin (2015). She proposes the 'Multimodalities/Entextualization Cycle' to use the L1 as a scaffold when teaching content through the medium of the second language.…”

Section: The Implementation Of a Multilingual Focusmentioning

confidence: 99%

Language education policy and multilingual assessment

Gorter

Cenoz

2016

Language and Education

109

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In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country. That comparison is placed in the context of the changing views about the use of languages in education where a shift can be observed away from an emphasis on separating languages to approaches that more closely suit daily practices of multilinguals. This concerns a shift from language isolation policies in language teaching and assessment towards more holistic approaches that consider language-asresource and promote the use of the whole linguistic repertoire. However, the implementation of programs based on holistic approaches is limited and application in language assessment modest. Traditions and monolingual ideologies do not give way easily. We show some examples of creative new ways to develop multilingual competence and cross-lingual skills. The assessment of interventions with a multilingual focus point to a potential increase in learning outcomes. Multilingualism is a point of departure because in today's schools, students who speak different languages share the same class, while at the same time learning English (and other languages). We conclude that holistic approaches in language education policy and multilingual assessment need to substitute more traditional approaches.

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Conceptualising the potential role of L1 in CLIL

Cited by 187 publications

References 26 publications

Content-based instruction and content and language integrated learning: the same or different?

Content-based instruction and content and language integrated learning: the same or different?

Teachers develop CLIL materials in Argentina: A workshop experience

Language education policy and multilingual assessment

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