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

Chor Shing David LI

Research output: Contribution to journalArticle

3 Citations (Scopus)

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 languageEnglish
Pages (from-to)336-344
JournalInternational Journal of Bilingual Education and Bilingualism
Volume18
Issue number3
Early online dateMar 2015
DOIs
Publication statusPublished - 2015

Fingerprint

semiotics
Hong Kong
resources
learning
best practice
evidence
English language
classroom
teacher
language
student
L2 Learning
Content and Language Integrated Learning
Bilingual Teachers
Empirical Evidence
Resources
Code-switching
Theory Building

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