The use of the L1 in CLIL classes: The teachers' perspective

Abstract

There are currently different perspectives about the role to be played by the L1 in CLIL (Content and Language Integrated Learning)

International Perspectives on ELT Classroom Interaction

“…In contrast to ordinary foreign language classrooms in Germany, where the aL1 is often frowned upon (Appel 2012), aL1 is of some significance for the CLIL approach. This is shown by the fact that students have to acquire important terms in both languages (Coyle et al 2010), that the aL1 is provided for the purpose of clarification (Lasagabaster 2013), or that concluding discussions at the end of a unit are sometimes held in the first language (Lenz and Renz-Noll 2002). At the same time, teachers have to make sure that the target language remains the vehicular language during other phases of the lesson.…”

Language alternation and language norm in vocational content and language integrated learning

“…Those few that exist are mainly learner-initiated about interpersonal relations regarding off-topic subjects (cf. Lasagabaster's (2013) findings on the role of LAs). The use of English in the EFL classroom is a normative practice and it needs to be maintained during every lesson.…”

“…In the same vein, Macaro (2009) labels the pragmatic use of the L1 in the L2/FL classroom 'the optimal position' to be taken by students and teachers alike. In a study comprising 35 CLIL teachers, Lasagabaster (2013) found that all of them resorted to using L1 now and then, primarily for explanation of new vocabulary, general scaffolding, and administrative purposes. According to Lasagabaster (2013), the use of L1 in a CLIL classroom can serve as an important learning tool and its use should be systematised; teachers should take advantage of the fact that it can indeed help students enhance their learning.…”

MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

“…It is important to highlight that even though the use of the mother tongue during the face-to-face classes may be used as a means of mediating the understanding of the activities, the use of the additional language must be prioritized and, when necessary, calibrated and interspersed with the use of the mother tongue during the discussions about the topics of the MOOC. The use of the mother tongue is important to lower the affective filter, decreasing learner"s anxiety, especially when acquainted with new approaches, as demonstrated in some studies (for example Silveira & Finardi, 2015;Lasagabaster, 2013).…”

“…though most of the instruction should be delivered by means of the additional language (Lasagabaster, 2013 To present the pedagogical sequence clearly, the activities will be described in a sequential order, according to the strategies of each face-to-face class and the events to be held outside the class, following the model of the Inverted CLIL Approach. The teaching proposal includes seven face-to-face classes of one hour each, and an amount of two-hour activities to be done extra class prepared by the teacher whereby the MOOC will be used to deliver the content, which is interspersed with the language in the activities done in class and at home.…”