ABSTRACT

The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.

摘要

在外语课（FL）中使用学生的母语（L1）是一个普遍但有争议的问题，很少受到关注。这在内容和语言综合学习 (CLIL) 的情况下可能更相关，因为在 CLIL 方法下，学生需要通过他们尚未掌握的 FL 来获取内容。目前的论文旨在通过案例研究分析小学教育背景下 CLIL 课堂中教师对跨语言的使用和看法。来自加泰罗尼亚的五名 CLIL 小学教育教师参与了这项研究。他们在 CLIL 中与同一班教授一个科目的几次课程中被录音，他们还完成了一份问卷调查。分析表明，所有参与者都将他们的 L1 用于多种目的。尽管个人看法不同，总的来说，教师们对使用语言转换持积极态度。CLIL 教师将受益于反思他们自己在跨语言使用方面的实践和有关此事的正式指导。