The use of the first language in a CLIL setting: can it help?

Information about summary

Original publication
Pavón Vázquez V. & Ramos Ordóñez M. (2019). Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22:1(1), 35-48. doi: https://doi.org/10.1080/13670050.2018.1511681
Writer of summary
Tagliaboschi, F., Pavón Vázquez, V. & Ramos Ordóñez, M.
Upload date
14 March 2023
Area of research
Effectiveness of teaching
Learning
Multilingualism
Speaking
Teaching Methods: Content and Language Integrated Learning (CLIL)
Language policy and use
Exposure / input
Language summary written in
English
Participant type
Foreign language learners
Language being learned
English
Age of learners
Young learners
Of likely interest to ...
Policy-makers
Professional development providers/Teacher educators
Teachers
Curriculum / material developers
Researchers
University students
Licence
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
First language of learners
Spanish
Proficiency of learners
Near beginner
CEFR
Context of language use
School - subject(s) other than language
Country / region
Spain
Subnational region
Seville, Andalusia
Educational stage
Primary / elementary school
Institutional characteristics
Bi-/multilingual education
Publicly-funded institution
Type of instruction
A1/A2

How to cite this summary

Tagliaboschi, F., Pavón Vázquez, V. & Ramos Ordóñez, M. (2023). The use of the first language in a CLIL setting: can it help?. OASIS Summary of Pavón Vázquez V. & Ramos Ordóñez M. (2019) in International Journal of Bilingual Education and Bilingualism. https://oasis-database.org/concern/summaries/zp38wd41z?locale=en

Downloadable Content