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

Chor Shing David Li

doi:10.1080/13670050.2014.988116

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

Chor Shing David Li

Research output: Journal article publication › Journal article › Academic research › peer-review

9 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.

Original language	English
Pages (from-to)	336-344
Number of pages	9
Journal	International Journal of Bilingual Education and Bilingualism
Volume	18
Issue number	3
DOIs	https://doi.org/10.1080/13670050.2014.988116
Publication status	Published - 1 Jan 2015
Externally published	Yes

Keywords

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

More information

10.1080/13670050.2014.988116

Cite this

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

Abstract

Keywords

ASJC Scopus subject areas

More information

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