Professor LIN Angel

The University of Hong Kong, Hong Kong

Title: Conceptualizing the Potential Role of L1 in Content and Language Integrated Learning (CLIL)

Abstract

Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia.  CLIL distinguishes itself from traditional L2 immersion education models by being more flexible and positive about the role of L1 in CLIL lessons.  However, immersion ideologies are still dominant in many contexts in the world (especially in Asia), because of a whole host of factors including some of the following:

(i) the pedagogical ideology of teaching the target language (e.g., L2) through the target language only

(ii) the stereotyping of L1 use in the classroom as equivalent to the extensive use of L1 in grammar explanation or content translation

(iii) the ideology that monolingual teachers are the best language teachers

In face of the deep-rooted beliefs affecting medium of instruction (MOI) policies and practice, has CLIL established a body of research and practices that speaks to the potential role of L1 in CLIL lessons?  What are the principles for L1 use in CLIL and how can L1 be systematically and productively used in CLIL? What are the existing research findings and what further evidence is needed in deepening our understanding of the potential role of L1 in CLIL theory and practice?  In this paper, I shall first critically review the existing literature.  Then I shall discuss future directions of research on the potential role of L1 in CLIL, especially in Hong Kong and Asian contexts.

Bio

Angel Lin is a full Professor at the Faculty of Education, University of Hong Kong. She received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto, Canada in 1996. Since then her research and teaching have focused on classroom discourse analysis, bilingual and multilingual education, academic literacies and language policy and planning in postcolonial contexts. She has published six research books and over eighty research articles, and serves on the editorial boards of leading international research journals including Applied Linguistics, TESOL Quarterly, International Journal of Bilingual Education and Bilingualism, Journal of Critical Discourse Studies, Language and Education, and Pragmatics and Society. http://web.edu.hku.hk/staff/academic/angellin