The use of the L1 in a CLIL lesson in Secondary Education in Galicia

  1. Bobadilla-Pérez, María 1
  2. Galán-Rodríguez, Noelia 2
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
Didáctica. Lengua y literatura

ISSN: 1130-0531,  1988-2548

Year of publication: 2020

Issue: 32

Pages: 183-193

Type: Article

DOI: 10.5209/DIDA.71796 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Didáctica. Lengua y literatura

Sustainable development goals

Abstract

During the last decades, many steps have been taken towards the promotion of plurilingualism in Galicia. One of the most widespread initiatives undertaken in this autonomous community is the creation of bilingual sections and plurilingual educational institutions network in 2010 in Early Stages, Primary and Secondary Education across the autonomous community. As a unifying element, they follow the CLIL (Content and Language Integrated Learning) methodology: a non-linguistic content subject is taught in a foreign language. However, the language of instruction is not the only one used in these lessons; the L1 is sometimes present in CLIL. Despite previous misconceptions on whether using the L1 in foreign language lessons would be counterproductive, research has proved that CLIL may benefit from a certain coexistence of both languages (Méndez García & Pavón Vázquez, 2012). Contrary to the idea of L1 usage due to poor language proficiency, the appearance of both languages in students’ and CLIL teachers’ speech may point to a deeper understanding of both languages. In our discussion of this topic we will refer the concept of ‘translanguaging’, which can be useful to understand the use of different languages in the Galician CLIL sections. Therefore, this study endeavours to analyse the use of the L1 (Spanish-Galician) and L2 (English) as a code-switching practice in a CLIL Secondary Education context. Within this framework, Bloom’s taxonomy of HOTS (Higher Order Thinking Skills) and LOTS (Lower Order Thinking Skills) (Bloom, 1956) will be accounted in order to assess the type of spoken productions and how code-switching is influenced by said thinking skills.

Bibliographic References

  • Abdollahi, Atefeh, R. Rahmany & A.Maleki, (2015): “The effect of intra-sentential, inter-sentential and tag-sentential switching on teaching grammar”, in Cumhuriyet Science Journal, 36(3), 847-868.
  • Anderson, Lorín W., & D. R. Krathwohl (2001): A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition, New York, Longman.
  • Baker, Colin (2006): Foundations of bilingual education and bilingualism, Clevedon, Multilingual Matters.
  • Bentley, Kay (2007): “STT: Student Talking Time. How Can Teachers Develop Learners’ Communication Skills in a Secondary School CLIL Programme?”, in Revista Española de Lingüística Aplicada, 1, 129-140.
  • Bloom, Benjamin (1956): Taxonomy of Educational Objectives: The Classification of Educational Goals, New York, Longmans, Green.
  • BOE (1978): Constitución Española [Spanish Constitution]. Boletín Oficial del Estado, nº 311, 29 de diciembre.
  • BOE (2013): Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, nº 295, 10 de diciembre.
  • Cambridge Monitor (2015): “Estudiamos el inglés de los españoles”. Https://www.cambridge.es/nosotros/cambridge-monitor/millennials-2015.
  • Cenoz, Miren Jasone, F. Genesee & D. Gorter (2014): “Critical analysis of CLIL: Taking stock and looking forward”, en Applied Linguistics, 35(3), 243-262.
  • Chavez, Monika M. (2003): “The Diglossic Foreign-Language Classroom: Learners’ Views on L1 and L2 Functions”, en The Sociolinguistics of Foreign-Language Classrooms, C. S. Blyth (ed.), Heinle, Thomson, 163-208.
  • Consello da Cultura Galega (2017): “Prácticas e actitudes lingüísticas da mocidade en Galicia”.
  • Http://consellodacultura.gal/mediateca/extras/CCG_2017_Practicas-e-actitudes-linguisticas-da-mocidade-en-Galicia.pdf.
  • Coyle, Do, D. Marsh & P. Hood (2010): CLIL: Content and Language Integrated Learning, Cambridge, Cambridge University Press.
  • Cummins, Jim (1999): BICS and CALP: Clarifying the distinction, Washington, DC, Opinion Papers.
  • Cummins, Jim (2016): “Teaching for Transfer in Multilingual School Contexts”, in Bilingual and Multilingual Education, O. García, A. Lin & S. May (eds.), Dordrecht: Springer, 1-13.
  • Dale, Liz. & R. Tanner (2012): CLIL Activities: a Resource for Subject and Language Teachers, Cambridge, Cambridge University Press.
  • Dalton-Puffer, Christiane (2007): Discourse in Content and Language Integrated Learning (CLIL) Classrooms, Amsterdam, John Benjamins Pub.
  • Del Valle, José (2000): “Monoglossic Policies for a Heteroglossic Culture: Misinterpreted Multilingualism in Modern Galicia” , in Language and Communication, 20, 105-132.
  • Mattsson, Anna & N. Burenhult-Mattsson (1999): “Code-switching in second language teaching of French”, in Working Papers, 47, 59-72.
  • DOGA (1983): Lei 3/1983, 15 de xuño de normalización lingüística [Law 3/1983, June 15th, for linguistic legislation]. Diario Oficial de Galicia, nº 84, 14 de xullo.
  • DOGA (2010): Decreto 79/2010, del 20 de mayo, para el plurilingüismo en la enseñanza no universitaria de Galicia. Diario Oficial de Galicia, nº 97, 25 de mayo.
  • DOGA (2011): ORDE do 12 de maio de 2011 pola que se regulan as seccións bilingües en centros sostidos con fondos públicos de ensino non universitario [Order of May 12th 2011 in which bilingual sections are regulated with public funds of non-university education]. Diario Oficial de Galicia, nº 97, 20 de maio.
  • Diz Ferreira, Jorge (2017): “A construción da identidade rural na interacción bilingüe a través da negociación da escolla de código en secuencias de apertura”, in Estudos de lingüística galega, 9, 23-48.
  • Eurydice (2006): Content and Language Integrated Learning (CLIL) at School in Europe, Brussels, Eurydice European Unit.
  • Eurydice (2012): Key Data on Teaching Languages at School in Europe 2012, Brussels, Eurydice European Unit.
  • Eurydice (2017): Key Data on Teaching Languages at School in Europe 2017, Brussels, Eurydice European Unit.
  • Gené Gil, María, M. Juan Garau & J. Salazar Noguera (2012): “A Case Study Exploring Oral Language Choice Between the Target Language and the L1 in Mainstream CLIL and EFL Secondary Education”, in Revista de Lingüística y Lenguas Aplicadas, 7, 133-145.
  • Gierlinger, Erwin (2007): “Modular CLIL in lower Secondary Education: some insights from a research project in Austria”, in Empirical perspectives on classroom discourse, C. Dalton-Puffer, & U. Smit, Peter Lang, 79-118.
  • Gumperz, John (1982): Discourse Strategies, Cambridge, CUP.
  • Macaro, Ernesto (2001): “Analyzing student teachers’ codeswitching in foreign language classrooms: Theories and decision making” in Modern Language Journal, 85, 531–548.
  • MacSwan, Jeff. (2017): “A multilingual perspective on translanguaging”, in American Educational Review Journal, 54(1), 167–201.
  • Marsh, David, P.Mehisto, D. Wolff & M. J. Frigols Martín (2011): European Framework for CLIL Teacher Education: A framework for the Professional Development of CLIL Teachers, Graz, European Centre for Modern Languages.
  • Méndez García, María del Carmen & V. Pavón Vázquez (2012): “Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia”, in International Journal of Bilingual Education and Bilingualism, 15, 1-20.
  • Myers-Scotton, Carol (1983): “The Negotiation of Identities in Conversation: A Theory of Markedness and Code Choice”, in International Journal of the Sociology of Language, 44, 115-136.
  • Nikula, Tarja & Moore, Pat (2016): “Exploring translanguaging in CLIL”, in International Journal of Bilingual Education and Bilingualism, 22:2, 237-249.
  • Poplack, Shana (1980): “Sometimes i’ll start a sentence in spanish y termino en espanol: toward a typology of code-switching”, in Linguistics, 18(7-8), 581-618.
  • Romaine, Suzanne (2009): Bilingualism, Oxford, Blackwell, 2nd ed.
  • San Isidro, Xavier (2010): “An insight into Galician CLIL: Provision and results”, in CLIL in Spain: Implementation, results and teacher training, D. Lasagabaster & Y. Ruiz de Zarobe (eds.), Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 55-78.
  • Sankoff, David & S. Poplack (1981): “A formal grammar for code-switching”, in Papers in Linguistics, 14 (1), 3-46.
  • Villar, C. (2017, September 9). “Unos 370.000 alumnos volverán a las aulas gallegas la próxima semana. La Opinión A Coruña”. Http://www.laopinioncoruna.es/sociedad/2017/09/09/370000-alumnos-volveran-aulas-gallegas/1215731.html
Data source: Dialnet