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Article: Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms

TitleCurriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms
Authors
Keywordscontent and language integrated learning (CLIL)
Content-based educationcurriculum genrestask structuresuse of L1
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp
Citation
International Journal of Bilingual Education and Bilingualism, 2019, v. 22 n. 1, p. 78-90 How to Cite?
AbstractContent-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning process. The functions of L1 in content-based classrooms have been well documented, but it is necessary to have a more systematic approach to planning and using L1. This paper seeks to address this gap by applying the notions of ‘curriculum genres’ and ‘task structure’ when analysing patterns of teachers’ use of L1 and L2 in a collection of content subject lessons observed in English-medium secondary schools in Hong Kong. With illustrative episodes presented in this paper, we would argue that ‘curriculum genres’ and ‘task structure’ can serve as useful tools for both researchers and teachers to analyse and critically reflect on patterns of pedagogic practices and language use in content-based classrooms. These will have significant implications for future research on using L1 and illuminate effective pedagogy in content-based education.
Persistent Identifierhttp://hdl.handle.net/10722/275772
ISSN
2020 Impact Factor: 4.159
2015 SCImago Journal Rankings: 1.144
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLo, YY-
dc.contributor.authorLin, AMY-
dc.date.accessioned2019-09-10T02:49:23Z-
dc.date.available2019-09-10T02:49:23Z-
dc.date.issued2019-
dc.identifier.citationInternational Journal of Bilingual Education and Bilingualism, 2019, v. 22 n. 1, p. 78-90-
dc.identifier.issn1367-0050-
dc.identifier.urihttp://hdl.handle.net/10722/275772-
dc.description.abstractContent-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning process. The functions of L1 in content-based classrooms have been well documented, but it is necessary to have a more systematic approach to planning and using L1. This paper seeks to address this gap by applying the notions of ‘curriculum genres’ and ‘task structure’ when analysing patterns of teachers’ use of L1 and L2 in a collection of content subject lessons observed in English-medium secondary schools in Hong Kong. With illustrative episodes presented in this paper, we would argue that ‘curriculum genres’ and ‘task structure’ can serve as useful tools for both researchers and teachers to analyse and critically reflect on patterns of pedagogic practices and language use in content-based classrooms. These will have significant implications for future research on using L1 and illuminate effective pedagogy in content-based education.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp-
dc.relation.ispartofInternational Journal of Bilingual Education and Bilingualism-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectcontent and language integrated learning (CLIL)-
dc.subjectContent-based educationcurriculum genrestask structuresuse of L1-
dc.titleCurriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms-
dc.typeArticle-
dc.identifier.emailLo, YY: yuenyilo@hku.hk-
dc.identifier.authorityLo, YY=rp01635-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13670050.2018.1509940-
dc.identifier.scopuseid_2-s2.0-85053437267-
dc.identifier.hkuros303040-
dc.identifier.volume22-
dc.identifier.issue1-
dc.identifier.spage78-
dc.identifier.epage90-
dc.identifier.isiWOS:000454603200007-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl1367-0050-

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