Alternation between L1 (Italian) and L2 (English) in Three CLIL and EMI Contexts

This book investigates the alternation of L1 and L2 in CLIL and EMI contexts at three educational levels in Italy, showing that it mainly serves a lexical purpose and is crucial for content and language learning. Despite contextual differences, the three educational levels show similar use of alternation.

Format: Hardback
Length: 119 pages
Publication date: 01 June 2021
Publisher: Cambridge Scholars Publishing

For years, language classes have prohibited the alternation between L1 and L2, as it was believed that this practice would hinder the acquisition of the second language. However, in recent years, there has been a growing recognition of the validity of alternation. As a result, this book explores the alternation of L1 and L2 in CLIL (Content and Language Integrated Learning) and EMI (English as a Medium of Instruction) contexts at three educational levels (primary, secondary, and tertiary) in Italy. Employing a mixed-methods research approach, the study demonstrates that alternation primarily served a lexical purpose, aiding in the explanation of specific lexis or at least providing students with lexis in both English and Italian. It underscores the significance of lexis in CLIL and EMI contexts for both content and language learning. Furthermore, the book argues that, despite contextual variations, the three educational levels (primary, secondary, and tertiary) exhibit a remarkably similar use of alternation, highlighting similarities rather than differences.

Introduction:
Language learning has long been a complex and multifaceted process, involving various strategies and approaches. One of the most debated topics in language pedagogy is the alternation between L1 (the learner's first language) and L2 (the target language). While some educators argue that alternation should be strictly prohibited in language classes, others advocate for its inclusion as a valuable tool for language acquisition. In recent years, there has been a growing recognition of the validity of alternation, leading to a renewed interest in its application in language teaching.

Background:
Alternation between L1 and L2 has been a topic of discussion in language pedagogy for many years. The belief that alternating between languages impairs the learning of the second language has been prevalent in the past. However, recent research has shown that this is not necessarily the case. Alternation can be a valuable tool for language learning, particularly in CLIL (Content and Language Integrated Learning) and EMI (English as a Medium of Instruction) contexts.

Purpose of the Study:
The purpose of this book is to investigate the alternation of L1 and L2 in CLIL and EMI contexts at three educational levels (primary, secondary, and tertiary) in Italy. The study aims to explore the role of alternation in language learning, the types of alternation used, and the effects of alternation on students' language proficiency.

Methodology:
The study employed a mixed-methods research approach. This approach combines qualitative and quantitative methods to gather data and analyze the results. Qualitative methods include classroom observations, interviews with students, teachers, and language experts, and analysis of written materials such as textbooks and lesson plans. Quantitative methods include surveys, questionnaires, and language tests.

Findings:
The findings of the study revealed that alternation played a mainly lexical role in explaining specific lexis or at least providing students with lexis in both languages (English and Italian). The study also highlighted that lexis in CLIL and EMI contexts is indeed crucial for both content and language learning.

Discussion:
The study discussed several implications of the findings. Firstly, it demonstrated that alternation can be a valuable tool for language learning, particularly in CLIL and EMI contexts. Secondly, it highlighted the significance of lexis in CLIL and EMI contexts for both content and language learning. Thirdly, the study pointed at similarities more than differences in the use of alternation across the three educational levels.

Conclusion:
In conclusion, this book provides valuable insights into the alternation of L1 and L2 in CLIL and EMI contexts at three educational levels in Italy. The study demonstrates that alternation can be a valuable tool for language learning, particularly in CLIL and EMI contexts. The findings also highlight the significance of lexis in CLIL and EMI contexts for both content and language learning. The study points at similarities more than differences in the use of alternation across the three educational levels, suggesting that there may be common principles underlying the use of alternation in different language learning contexts.

Weight: 264g
Dimension: 151 x 232 x 17 (mm)
ISBN-13: 9781527567825
Edition number: Unabridged ed