Abstract
Drawing on Lemke's (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge. Copyright © 2019 John Benjamins Publishing Company.
| Original language | English |
|---|---|
| Pages (from-to) | 261-288 |
| Journal | Journal of Immersion and Content-Based Language Education |
| Volume | 7 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Sept 2019 |
Citation
He, P., & Lin, A. M. Y. (2019). Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”. Journal of Immersion and Content-Based Language Education, 7(2), 261-288. https://doi.org/10.1075/jicb.18033.heKeywords
- “Concept + Language Mapping” (CLM)
- Content and Language Integrated Learning (CLIL)
- English medium instruction (EMI)
- Foreign language literacy
- Science literacy
- Thematic patterns