Part of
Applied Linguistics Perspectives on CLILEdited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 251–267
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 251–267
“I always speak English in my classes”
Reflections on the use of the L1/L2 in English-medium instruction
The L1’s role in the foreign language classroom has always been fraught with controversy due to the dominance of the target language only principle. This chapter analyses this issue by letting teachers have their say, sharing their teaching experiences and reflecting upon how they use the L1 and L2 in their CLIL classes. Three discussion groups were organised, as this method serves to capture and analyse ideological discourses and encourages participants to express their perspectives and unearth contradictions. Analysis of the results indicates that current practices are arbitrary and that most teachers make decisions based on their beliefs, teaching experience and intuition.
Article outline
- Introduction
- L1/L2 use in CLIL
- Teachers’ beliefs
- A study on the use of L1/L2 in CLIL
- Results
- Discussion and conclusion
-
Acknowledgements -
References
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