Englisches Seminar, room 13
Translanguaging Practices in CLIL (English) and non-CLIL (German) Biology Lessons
While studies on translanguaging in Content and Language Integrated Learning (CLIL) have predominately focused on the use of the L1 as a potential resource in CLIL lessons, this presentation aims to show that translanguaging practices that go beyond the use of L1 are valuable if not necessary and effective translingual pedagogies in CLIL and non-CLIL biology lessons. By qualitatively investigating a corpus of 31 CLIL (English) and non-CLIL (German) biology lessons, results then also show that translanguaging involving the source languages of the technical vocabulary seems to be a particularly useful tool for the negotiation of meaning of these terms. However, only one of the two participating teachers in the present study engages in this kind of translanguaging – interestingly, it is the one with the most extreme attitude towards English-only use in his classroom, which goes to show that teachers’ attitudes towards translanguaging not necessarily coincide with their practices thereof.
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