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

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5 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)336-344
Number of pages9
JournalInternational Journal of Bilingual Education and Bilingualism
Issue number3
Publication statusPublished - 1 Jan 2015
Externally publishedYes


  • bilingual education
  • content and language integrated learning
  • language across the curriculum
  • medium of instruction policy
  • translanguaging

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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