Abstract
This study
▪ reviews previous research on translanguaging behaviors of teachers in English as a
Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) classes.
▪ provides a taxonomy of communicative functions of teacher-initiated episodes of
translanguaging.
▪ reveals differences in teacher translanguaging behavior between CLIL and EFL contexts.
▪ suggests that teacher-initiated translanguaging can be used as a pedagogical tool.
▪ reviews previous research on translanguaging behaviors of teachers in English as a
Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) classes.
▪ provides a taxonomy of communicative functions of teacher-initiated episodes of
translanguaging.
▪ reveals differences in teacher translanguaging behavior between CLIL and EFL contexts.
▪ suggests that teacher-initiated translanguaging can be used as a pedagogical tool.
Originalsprache | Englisch |
---|---|
Aufsatznummer | 2 |
Seiten (von - bis) | 12-21 |
Seitenumfang | 10 |
Fachzeitschrift | CELT Matters |
Jahrgang | 4 |
Publikationsstatus | Veröffentlicht - 15 Dez. 2020 |
ÖFOS 2012
- 602008 Anglistik