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

David Lasagabaster

doi:10.5294/3148

Autores/as

David Lasagabaster Autor/a University of the Basque Country

DOI:

https://doi.org/10.5294/3148

Palabras clave:

cambio de código, translanguaging, AICLE, instrucción en inglés, uso de la L1.

Resumen

En la actualidad existen distintos posicionamientos sobre el papel que la L1 debe desempeñar en contextos AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera), a pesar de lo cual su uso parece ser una práctica habitual. Hay quien defiende que la L1 solo tiene un papel de apoyo en las explicaciones y que su uso debería limitarse, mientras otros defienden que la L1 tiene unafunción de aprendizaje, puesto que puede ayudar a formar el léxico de los estudiantes y a desarrollar su conciencia metalingüística. En este estudio se preguntó a 35 profesores de AICLE en activo sobre sus creencias en relación con el uso de la L1 en sus clases en Colombia. Los resultados mostraron que los participantes eran favorables al uso de la L1, puesto que consideran que estepuede ayudar en el andamiaje del aprendizaje de lengua y contenido, aunque el uso de la L1 variaba considerablemente de un profesor a otro. El artículo aboga finalmente por un uso estructurado de la L1, en lugar de las prácticas aleatorias actuales.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

David Lasagabaster, University of the Basque Country

David Lasagabaster is associate professor at the University of the Basque Country, Spain. He has been involved in teacher education in Spain for several years and has published on second/third language acquisition, CLIL (Content and Language Integrated Learning), attitudes and motivation, and multilingualism. He has published widely in international journals, books and edited books. Among others, he has co-edited Multilingualism in European Bilingual Contexts: Language Use and Attitudes (Multilingual Matters, 2007); CLIL in Spain: Implementation, Results and Teacher Training (Cambridge Scholars Publishing, 2010); English-medium Instruction at University: Global Challenges (Multilingual Matters, 2013); and is co-author of Prurilingualism and Interculturality at School (Horsori, 2010). Since 2008 he is a member of the executive committee of the International Association for Language Awareness. Webpage: http://www.laslab.org/david

Citas

Agustín Llach, M. P. (2009). The role of Spanish L1 in the vocabulary use of CLIL and non-CLIL EFL learners. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 112-129). Bristol: Multilingual Matters.

Asher, J. (1988). Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky Oaks Production.

Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41, 241–247.

Auerbach, E. (1993). Reexaming English only in the ESL classroom. TESOL Quarterly, 27, 9–32.

Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal, 28(1), 29–39.

Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251-269.

Canagarajah, S. (2011) Codemeshing in Academic writing: identifying teachable strategies of translanguaging. The Modern Language Journal, 95, 401-417.

Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1-14.

Coyle, D., Hood, P., & Marsh, D. (2010), CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.

Curtis, A, (2012). Colombian teachers’ questions about CLIL: hearing their voices –in spite of “the mess”. Latin American Journal of Content and Language Integrated Learning, 5, 1-8.

Dalton-Puffer, C. (2011). Content-and-Language Integrated learning: Form practice to principles? Annual Review of Applied Linguistics, 31, 182-204.

Doiz, A., Lasagabaster, D., & Sierra, J.M. (Eds.). (2013). English-medium instruction at universities: Global challenges. Bristol/Buffalo/Toronto: Multilingual Matters.

Dörnyei, Z. (2009). Communicative language teaching in the 21st century: The ‘principled communicative approach’. Perspectives, 36, 33-43.

García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford: Wiley-Blackwell.

Guk, H., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11, 281-299.

Hoare, P., & Kong, S. (2008). Late immersion in Hong Kong: Still stressed or making progress? In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 242-263). Clevedon: Multilingual Matters.

Kang, D.-M. (2008). The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System, 36(2), 214–226.

Kim, S.-H., & Elder, C. (2005). Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk. Language Teaching Research, 9(4), 355–380.

Lasagabaster, D & Ruiz de Zarobe, Y. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Newcastle: Cambridge University Press.

Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: more differences than similarities. ELT Journal, 64, 376-395.

Lázaro, A., & García Mayo, M. P. (2012). L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics, 50, 135-160.

Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.

Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teacher, 44, 64-77.

Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.

Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35-49). Clevedon: Multilingual Matters.

McMillan, B., & Turnbull, M. (2009). Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 15-34). Clevedon: Multilingual Matters.

Mehisto, P. (2012). Excellence in bilingual education: A guide for school principals. Cambridge: Cambridge University Press.

Méndez, M.C., & Pavón, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism, 15, 573-592.

Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd edition). Cambridge: Cambridge University Press.

Smit, U., & Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Review, 25, 1-12.

Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14, 355-375.

Swain, M., & Lapkin, S. (2000). Task-based second language learning: the uses of the first language. Language Teaching Research, 4, 251-274.

Swain, M., & Lapkin, S. (2013). A Vygotskyan sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1, 101-129.

Swain, M., Kirkpatrick, A., & Cummnins, J. (2011) How to have a guilt-free life using Cantonese in the English class: A handbook for the English language teacher in Hong Kong. Hong Kong: Research Centre into Language Acquisition and Education in Multilingual Societies, Hong Kong Institute of Education.

Truscott de Mejía, A.-M., Ordoñez, C.L., & Fonseca, L. (2006). Lineamientos para la educación bilingüe en Colombia: hacia una política coherente. Informe de investigación. Estudio investigativo sobre el estado actual de la educación bilingüe (inglés-español) en Colombia. Bogota: Universidad de los Andes.

Turnbull, M., & Dailey-O’Cain, J. (Eds.). (2009). First language use in second and foreign language learning. Clevedon: Multilingual Matters.