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Cited by 240Second Language Learning and TeachingMultilingual Education and PolicyEFL/ESL Teaching and Learning

The DOI matches its Crossref record; 40 of the 40 references it cites were found in a registry or an index.

Conceptualising the potential role of L1 in CLIL

Lin, Angel M.Y.·2015·Language, Culture and Curriculum
DOI 10.1080/07908318.2014.1000926
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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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Research works printed but not linked: 11

  1. Christie F., 1993, The power of literacy: A genre approach to teaching writing, 154
  2. Coyle D., 2005, CLIL planning tools for teachers. 4Cs curriculum guidance. 3As lesson planning tool. Matrix audit tool for tasks & materials
  3. Cummins J., 2007, Canadian Journal of Applied Linguistics, 10, 221
  4. Genesee F., 2008, Zero to Three, 29, 17
  5. Halliday M. A. K., 1994, An introduction to functional grammar
  6. Laupenmühlen J., 2012, Quality interfaces: Examining evidence & exploring solutions in CLIL, 237
  7. Marsh D., 2001, CLIL compendium. Profiling European CLIL classrooms
  8. Rothery J., 1994, Exploring literacy in school English (write it right resources for literacy and learning).
  9. Snow M. A., 1989, TESOL Quarterly, 23, 37
  10. Tupas R., Bilingual education
  11. Wong-Fillmore L., 1980, Language learning through bilingual instruction

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Metadata

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
DOI
10.1080/07908318.2014.1000926
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 › Linguistics and Language › 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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