Conceptualising the potential role of L1 in CLIL
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 instruc…
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Exploiting bilinguality for pedagogic purposes can help strengthen the cognitive processing of notions.
“Exploiting bilinguality for pedagogic purposes can help to strengthen the cognitive processing of notions (Lin 2015, 84);”
From Exploring translanguaging in CLIL (2019) · cites this paper as Lin 2015, 84
Lists of functions for L1 use can easily result in overgeneralisation and a lack of context-sensitivity.
“lists can easily result in overgeneralisation and a lack of context-sensitivity (see also Chimbutane 2014; Lin 2015; Macaro 2006).”
From Exploring translanguaging in CLIL (2019) · cites this paper as Lin 2015
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Cheng, A. (2020) · Asian Englishes · doi:10.1080/13488678.2020.1780779 · Cited by 9 · see citing works
Stakeholder beliefs in English-medium instruction for young learners in Sweden
Toth, J. (2018) · Apples - Journal of Applied Language Studies · doi:10.17011/apples/urn.201809214208 · Cited by 9 · see citing works
Orcasitas-Vicandi, M., & Leonet, O. (2020) · International Journal of Multilingualism · doi:10.1080/14790718.2020.1822365 · Cited by 10 · see citing works
Content and Language Integrated Learning (CLIL)
de Zarobe, Y. R. (2025) · Cambridge University Press eBooks · doi:10.1017/9781009439251 · Cited by 8 · see citing works
Pedagogical implications of translingual practices for content and language integrated learning
Xie, D., & Sun, Y. (2023) · Applied Linguistics Review · doi:10.1515/applirev-2023-0057 · Cited by 8 · see citing works
- Authors
- Lin, A. M. Y.
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Lin, Angel M.Y.
- ORCID
- Lin, Angel M.Y.
- Venue
- Language, Culture and Curriculum
- Publisher
- Informa UK Limited
- Published
- 2015-01-02
- Volume
- 28
- Issue
- 1
- Pages
- 74-89
- ISSN
- 0790-8318 (ISSN-L)
- 1747-7573
- OpenAlex
- W2022258872
- Cited by
- 240
- References
- 40
- Citations by year
- 2026: 13 · 2025: 18 · 2024: 26 · 2023: 30 · 2022: 15 · 2021: 28 · 2020: 29 · 2019: 14 · 2018: 36 · 2017: 14 · 2016: 13 · 2015: 4
- FWCI
- 361.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Culture and Curriculum (publishedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- CLIL, content-based instruction, language of instruction, multilingualism, second language acquisition, language ideology, foreign language teaching
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