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. Copyright © 2015 Taylor & Francis.
|Journal||International Journal of Bilingual Education and Bilingualism|
|Early online date||Mar 2015|
|Publication status||Published - 2015|
CitationLi, D. C. S. (2015). Discussion: L1 as semiotic resource in content cum L2 learning at secondary level: Empirical evidence from Hong Kong. International Journal of Bilingual Education and Bilingualism, 18(3), 336-344.
- Bilingual education
- Content and language integrated learning
- Language across the curriculum
- Medium of instruction policy