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

Abstract

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.

Keywords:

• bilingual education
• content and language integrated learning
• translanguaging
• language across the curriculum
• medium of instruction policy