T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

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 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.

Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland

“…Other studies on translanguaging in CLIL that focus on classroom data have revealed that translanguaging is not only a feature of many CLIL classrooms, but also that translanguaging practices do indeed serve various purposes such as facilitating content, managing the classroom, creating language awareness, or signalling alignment, to name just a few (see e.g. Gallagher & Colohan, 2017;Gierlinger, 2015;Paulsrud 2014Paulsrud , 2016Toth 2018). Thus, translanguaging practices can enrich the CLIL classroom on multiple levels.…”

Exploring translanguaging in CLIL

“…In Italy, Agolli (2015) describes a pre-CLIL initiative known as CLSL -Content and Languages Shared Learning -whereby EFL teachers are tasked with reinforcing and expanding on content introduced in the L1 but this is at primary level and although the syllabus is bilingual, the classrooms are still envisaged as monolingual. One of the few studies addressing planned translanguaging in secondary education (albeit not disambiguating between translanguaging and codeswitching) is Gallagher and Colohan (2014). Their data-gathering involved a 'twisted' dictation activity with both content and language related goals (reviewing the topic of climate and highlighting adverbial placement).…”

Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction

“…Appendix CLIL study ("√" means that this element is included) Gallagher and Colohan [85] L1 can be used as an auxiliary tool in CLIL.…”