Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 336-356 |
| Number of pages | 20 |
| Journal | International Journal of Multilingualism |
| Volume | 16 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2019 |
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Code-switching in a CLIL multilingual setting: a longitudinal qualitative study. / San Isidro Agrelo, Francisco Xabier; Lasagabaster, David.
In: International Journal of Multilingualism, Vol. 16, No. 3, 2019, p. 336-356.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Code-switching in a CLIL multilingual setting: a longitudinal qualitative study
AU - San Isidro Agrelo, Francisco Xabier
AU - Lasagabaster, David
PY - 2019
Y1 - 2019
N2 - Since the end of the 1990s, an exponential growth and massive uptake of CLIL (Content and Language Integrated Learning) in the European educational systems have been taking place. Research has mainly focused on 1) the effects of CLIL on foreign language learning as well as on attitudes and motivations towards language learning; and 2) to a lesser extent its impact on multiple language learning and content learning. Nonetheless, the number of studies that have examined students’ code-switching in this type of multilingual programmes is almost non-existent. Considering this research niche, this two-year longitudinal qualitative study investigates the effects of CLIL on students’ oral code-switching in a multilingual setting, a rural high school in Galicia (Spain). Five pairs of students were selected, each pair formed by a CLIL and a non-CLIL student. The results revealed that there was a greater decrease in the number of occurrences related to equivalence, reiteration, side-comments and intersentential code-switching among CLIL students. When compared to their non-CLIL counterparts, however, there seemed to be a tendency for CLIL students to increase their switches in two categories (monitor and alignment).
AB - Since the end of the 1990s, an exponential growth and massive uptake of CLIL (Content and Language Integrated Learning) in the European educational systems have been taking place. Research has mainly focused on 1) the effects of CLIL on foreign language learning as well as on attitudes and motivations towards language learning; and 2) to a lesser extent its impact on multiple language learning and content learning. Nonetheless, the number of studies that have examined students’ code-switching in this type of multilingual programmes is almost non-existent. Considering this research niche, this two-year longitudinal qualitative study investigates the effects of CLIL on students’ oral code-switching in a multilingual setting, a rural high school in Galicia (Spain). Five pairs of students were selected, each pair formed by a CLIL and a non-CLIL student. The results revealed that there was a greater decrease in the number of occurrences related to equivalence, reiteration, side-comments and intersentential code-switching among CLIL students. When compared to their non-CLIL counterparts, however, there seemed to be a tendency for CLIL students to increase their switches in two categories (monitor and alignment).
U2 - https://doi.org/10.1080/14790718.2018.1477781
DO - https://doi.org/10.1080/14790718.2018.1477781
M3 - Article
VL - 16
SP - 336
EP - 356
JO - International Journal of Multilingualism
JF - International Journal of Multilingualism
SN - 1479-0718
IS - 3
ER -