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. Copyright © 2015 Taylor & Francis.
| Original language | English |
|---|---|
| Pages (from-to) | 336-344 |
| Journal | International Journal of Bilingual Education and Bilingualism |
| Volume | 18 |
| Issue number | 3 |
| Early online date | Mar 2015 |
| DOIs | |
| Publication status | Published - 2015 |
Citation
Li, 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.Keywords
- Bilingual education
- Content and language integrated learning
- Translanguaging
- Language across the curriculum
- Medium of instruction policy