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

被引：6
|
作者：
Li, David C. S. [1 ]
机构：
[1] Hong Kong Inst Educ, Dept Linguist & Modern Language Studies, Hong Kong, Hong Kong, Peoples R China
来源：
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM | 2015年 / 18卷 / 03期
关键词：
bilingual education; content and language integrated learning; translanguaging; medium of instruction policy; language across the curriculum; CLIL;
D O I：
10.1080/13670050.2014.988116
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
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页码：336 / 344
页数：9
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