7,486
Views
89
CrossRef citations to date
0
Altmetric
Articles

Exploring translanguaging in CLIL

& ORCID Icon
Pages 237-249 | Received 10 May 2015, Accepted 19 Oct 2016, Published online: 17 Nov 2016

References

  • Adamson, J., and N. Fujimoto-Adamson. 2012. “Translanguaging in Self-access Language Advising: Informing Language Policy.” Studies in Self-Access Learning Journal 3 (1): 59–73.
  • Agolli, R. 2015. “Content and Language Symbiosis in a Maieutic, Translanguaging Pattern (CLSL): An Exploratory Practice in Italy.” Latin American Journal of Content and Language Integrated Learning 8 (1): 43–54.
  • Auer, P., ed. 1998. Code-Switching in Interaction. London: Routledge.
  • Baker, C. 2000. The Care and Education of Young Bilinguals. Clevedon: Multilingual Matters.
  • Bertaux, P. 2008. “An Example of Mainstream CLIL in France: Sections Européennes et de Langue Orientale.” In CLIL e l'Apprendimento delle Lingue. Le Sfide del Nuovo Ambiente di Apprendimento, edited by C. M. Coonan, 233–238. Venice, Italy: Libreria Editrice Cafoscarina.
  • Blackledge, A., and A. Creese, eds. 2014. Heteroglossia as Practice and Pedagogy. Heidelberg: Springer.
  • Blommaert, J. 2012. “Supervernaculars and Their Dialects.” Dutch Journal of Applied Linguistics 1 (1): 1–14.
  • Blommaert, J., and B. Rampton. 2011. “Language and Super Diversity.” Diversities 13 (2): 1–22.
  • Breidbach, S., and B. Viebrock, eds. 2013. Content and Language Integrated Learning (CLIL) in Europe: Research Perspectives on Policy and Practice. Frankfurt am Main: Peter Lang.
  • Brooks, F. B., and R. Donato. 1994. “Vygotskyan Approaches to Understanding Foreign Language Learner Discourse During Communicative Tasks.” Hispania 77: 262–274.
  • Cenoz, J. 2015a. “‘Content-Based Instruction and Content and Language Integrated Learning: The Same or Different?’ Language.” Culture and Curriculum 28 (1): 8–24.
  • Cenoz, J. 2015b. “Discussion: Some Reflections on Content-Based Education in Hong Kong as Part of the Paradigm Shift.” International Journal of Bilingual Education and Bilingualism 18 (3): 345–351.
  • Cenoz, J., F. Genesee, and D. Gorter. 2014. “Critical Analysis of CLIL: Taking Stock and Looking Forward.” Applied Linguistics 35 (5): 242–262.
  • Chimbutane, F. 2014. “Codeswitching in L1 and L2 Learning Contexts: Insights from a Study of Teacher Beliefs and Practices in Mozambican Bilingual Education Programmes.” Language and Education 27 (4): 314–328.
  • Christie, F. 2000. “The Language of Classroom Interaction and Learning.” In Researching Language in Schools and Communities. Functional Linguistics Perspectives, edited by L. Unsworth, 184–205. London: Cassell.
  • Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
  • Creese, A., and A. Blackledge. 2010. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94 (1): 103–115.
  • Cromdal, J. 2004. “Building Bilingual Oppositions: Code-Switching in Children’s Disputes.” Language in Society 33 (1): 33–58.
  • Dalton-Puffer, C. 2007. Discourse in Content and Language Integrated Classrooms. Amsterdam: John Benjamin.
  • Dalton-Puffer, C. 2008. “Outcomes and Processes in CLIL: Current Research from Europe.” In Future Perspectives for English Language Teaching, edited by W. Delanoy and L. Volkmann, 139–157. Heidelberg: Carl Winter.
  • Dalton-Puffer, C., A. Llinares, F. Lorenzo, and T. Nikula. 2014. ““You Can Stand under My Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee and Gorter (2013).” Applied Linguistics 35 (2): 213–221.
  • Dalton-Puffer, C., and U. Smit. 2013. “Content and Language Integrated Learning: A Research Agenda.” Language Teaching 46: 545–559.
  • Ehrman, M. E., and Z. Dörnyei. 1998. Interpersonal Dynamics in Second Language Education: The Visible and Invisible Classroom. Thousand Oaks, CA: Sage.
  • Gallagher, F., and G. Colohan. 2014. “T(W)O and Fro: Using the L1 as a Language Teaching Tool in the CLIL Classroom.” Language Learning Journal. doi:10.1080/09571736.2014.947382.
  • García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Oxford, UK: Wiley-Blackwell.
  • García, O. 2012. “Theorizing Translanguaging for Educators.” In Translanguaging: A CUNY-NYSIEB Guide for Educators, edited by C. Celic and K. Seltzer, 1–6. New York: CUNY-NYSIEB.
  • García, O., and W. Li. 2014. Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.
  • Gené Gil, M. G., M. J. Garau, and J. Salazar Noguera. 2012. “A Case Study Exploring the Language Choice Between the Target Language and the L1s in Mainstream CLIL and EFL Secondary Education.” Revista de Lingüística Y Lenguas Aplicadas 7: 133–145.
  • Gierlinger, E. 2015. “‘You Can Speak German, Sir’: On the Complexity of Teachers’ L1 Use in CLIL.” Language and Education. doi:10.1080/09500782.2015.1023733.
  • Grosjean, F. 1989. “Neurolinguists, Beware! The Bilingual Is Not Two Monolinguals in One Person.” Brain and Language 36: 3–15.
  • Hall, G., and G. Cook. 2012. “Own-Language Use in Language Teaching and Learning: State of the Art.” Language Teaching 45 (3): 271–308.
  • Hancock, M. 1997. “Behind Classroom Code Switching: Layering and Language Choice in L2 Learner Interaction.” TESOL Quarterly 31 (2): 217–235.
  • Hélot, C. 2014. “Rethinking Bilingual Pedagogy in Alsace: Translingual Writers and Translanguaging.” In Heteroglossia as Practice and Pedagogy, edited by A. Blackledge and A. Creese, 217–237. Heidelberg: Springer.
  • Hlavac, J. 2006. “Bilingual Discourse Markers: Evidence from Croatian–English Code-Switching.” Journal of Pragmatics 38 (11): 1870–1900.
  • Jørgensen, J. N., M. S. Karrebæk, L. M. Madsen, and J. S. Møller. 2011. “Polylanguaging in Superdiversity.” Diversities 13 (2): 23–38.
  • Kontio, J., and L. K. Sylvén. 2015. “Language Alternation and Language Norm in Vocational Content and Language Integrated Learning (CLIL).” Language Learning Journal 43 (3): 271–285.
  • Lasagabaster, D. 2013. “The Use of the L1 in CLIL Classes: The Teachers’ Perspective.” Latin American Journal of Content and Language Integrated Learning 6 (2): 1–21.
  • Lasagabaster, D., and J. M. Sierra. 2010. “Immersion and CLIL in English: More Differences than Similarities.” ELT Journal 64 (4): 367–375.
  • Leone, A. R. 2015. “ Outlooks in Italy: CLIL as Language Education Policy.” Working Papers in Educational Linguistics 30 (1). http://repository.upenn.edu/wpel/vol30/iss1/3.
  • Lewis, G., B. Jones, and C. Baker. 2012a. “Translanguaging: Origins and Development from School to Street and Beyond.” Educational Research and Evaluation 18 (7): 641–654.
  • Lewis, G., B. Jones, and C. Baker. 2012b. “Translanguaging: Developing Its Conceptualisation and Contextualisation.” Educational Research and Evaluation 18 (7): 655–670.
  • Li, W. 2011. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 43: 1222–1235.
  • Lin, A. M. Y. 2015. “Conceptualising the Potential Role of L1 in CLIL.” Language, Culture and Curriculum 28 (1): 74–89.
  • Littlewood, W., and B. Yu. 2011. “First Language and Target Language in the Foreign Language Classroom.” Language Teaching 44 (1): 64–77.
  • Llinares, A., and R. Whittaker. 2007. “Talking and Writing in a Foreign Language in a CLIL Context: A Linguistic Analysis of Secondary School Learners of Geography and History.” In Models and Practice in CLIL, edited by F. Lorenzo, S. Casal, V. Alba-Quiñones, and P. Moore, 83–94. La Rioja: RESLA.
  • Lo, Y. Y., and A. M. Y. Lin. 2015. “Designing Multilingual and Multimodal CLIL Frameworks for EFL Students.” International Journal of Bilingual Education and Bilingualism 18 (3): 261–269.
  • Macaro, E. 2006. “Strategies for Language Learning and for Language Use: Revising the Theoretical Framework.” Modern Language Journal 90 (3): 320–337.
  • Makalela, L. 2013. “Translanguaging in Kasi-taal: Rethinking Old Language Boundaries for New Language Planning.” Stellenbosch Papers in Linguistics Plus 42: 111–125.
  • Marsh, D. 2002. CLIL/EMILE - The European Dimension: Actions, Trends and Foresight Potential. Jyväskylä: UniCOM Continuing Education Centre.
  • Marsh, D., and G. Langé, eds. 1999. Implementing Content and Language Integrated Learning: A Research-Driven Foundation Reader, TIE-CLIL. Jyväskylä: University of Jyväskylä.
  • Marsh, D., P. Mehisto, D. Wolff, and M. J. Frigols Martin. 2011. European Framework for CLIL Teacher Education. Graz: European Centre for Modern Languages.
  • Martin-Beltrán, M. 2014. ““What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities.” International Multilingual Research Journal. doi:10.1080/19313152.2014.914372.
  • Méndez-García, M. C., and V. Pavón. 2012. “Investigating the Coexistence of the Mother Tongue and the Foreign Language Through Teacher Collaboration in CLIL Contexts: Perceptions and Practice of the Teachers Involved in the Plurilingual Programme in Andalusia.” International Journal of Bilingual Education and Bilingualism 15 (5): 573–592.
  • Moore, P., and T. Nikula. 2016. “Translanguaging in CLIL.” In Conceptualising Integration in CLIL and Multilingual Education, edited by T. Nikula, E. Dafouz, P. Moore and U. Smit. 211–234. Clevedon: Multilingual Matters.
  • Nikula, T. 2005. “English as an Object and Tool of Study in Classrooms: Interactional Effects and Pragmatic Implications.” Linguistics and Education 16 (1): 27–58.
  • Nikula, T. 2007. “Speaking English in Finnish Content-Based Classrooms.” World Englishes 26 (2): 206–223.
  • Nikula, T., E. Dafouz, P. Moore, and U. Smit. 2016. Conceptualising Integration in CLIL and Multilingual Education. Clevedon: Multilingual Matters.
  • Nikula, T., and K. Mård-Miettinen. 2014. “Language Learning in Immersion and CLIL Classrooms.” In Handbook of Pragmatics, Vol. 18, edited by J.-O. Östman and J. Verschueren, 1–24. Amsterdam: John Benjamins.
  • Orman, J. 2013. “New Lingualisms, Same Old Codes.” Language Sciences 37: 90–98.
  • Otsuji, E., and A. Pennycook. 2010. “Metrolingualism: Fixity, Fluidity and Language in Flux.” International Journal of Multilingualism 7 (3): 240–254.
  • Schwartz, M., and A. Asli. 2014. “Bilingual Teachers’ Language Strategies: The Case of an Arabic-Hebrew Kindergarten in Israel.” Teaching and Teacher Education 38: 22–32.
  • Somers, T., and J. Surmont. 2012. “CLIL and Immersion: How Clear Cut Are They?” ELT Journal 66 (1): 113–116.
  • Storch, N., and G. Wigglesworth. 2003. “Is There a Role for the Use of the L1 in an L2 Setting?” TESOL Quarterly 37 (4): 760–770.
  • Torres, L. 2002. “Bilingual Discourse Markers in Puerto Rican Spanish.” Language in Society 31 (1): 65–83.
  • Turner, M. 2013. “CLIL in Australia: The Importance of Context.” International Journal of Bilingual Education and Bilingualism 16 (4): 395–410.
  • Üstünel, E., and P. Seedhouse. 2005. “Why That, in That Language, Right Now? Code-Switching and Pedagogical Focus.” International Journal of Applied Linguistics 15 (3): 302–324.
  • Williams, C. 2002. Extending Bilingualism in the Education System. Report presented to the Welsh Assembly. http://www.assemblywales.org/3c91c7af00023d820000595000000000.pdf.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.