Discussion: L1 as semiotic resource in content cum L2 learning at secondary level - empirical evidence from Hong Kong

• Autores: David C.S. Li
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 18, Nº. 3, 2015 (Ejemplar dedicado a: Designing multilingual and multimodal CLIL frameworks for EFL students), págs. 336-344
• Idioma: inglés
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• Resumen

  • In this paper, I review the four articles in this special issue, elucidate the main challenges faced by bilingual teachers when helping their Cantonese-dominant students learn both the content and target language (English) through content and language integrated learning-compatible pedagogies, and give a critical appraisal of their respective contributions to good practices and theory-building in research on translanguaging or classroom code-switching.