Learning through L2 – Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI)

By U. Wannagat. 2007

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The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, methodology): “Wannagat (2007) measured L1 and L2 use in EMI and CLIL history classrooms in Hong Kong and Germany, respectively.”
Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme (2015, background): “CLIL learners have been found to produce more and longer utterances, develop constructive abilities in the L2 and display a higher language level than non-CLIL learners (Coyle 2013; Denman, Tanner, and Graaff 2013; Lo 2014; Ruiz de Zarobe 2008; Wannagat 2007).”
First and second language use in English medium instruction contexts (2018, unknown): “Wannagat (2007) compared EMI classrooms in Germany (officially designated CLIL classrooms) with those in Hong Kong.”
How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning (2015, background): “Facing students’ limited L2 standard and the abstractness of concepts in academic subjects, many CLIL subject teachers have been observed to use L1 in order to avoid sacrificing students’ academic achievements (e.g. García and Vazquez 2012; Wannagat 2007).”