The role of the L1 in second language (L2) learning has been widely debated and researched. There is considerable research evidence that teachers providing L1 information on L2 lexis is beneficial for vocabulary retention (Tian & Macaro 2012; Lee & Macaro 2013; Zhao & Macaro 2014), and some that allowing learners to use the L1 in tasks promotes production (Macaro et al. 2014 ). There is also overwhelming evidence that most teachers consider the L1 an indispensable tool in L2 pedagogy. However, arguments for L1 use in L2 learning run counter to the Comprehensible Input Hypothesis (Krashen, 1982) and the Interaction Hypothesis (Long 1983, Gass, etc) which argue that acquisition can result from L2-only settings and also to the argument that using the L1 stops learners trying to infer meaning (Macaro, 2014).
Given that CLIL settings classrooms are predicated on benefits accruing from massive exposure to the L2 it is appropriate to ask the extent to which the L1 is beneficial in these contexts where language acquisition is not necessarily the prime objective. Yet little research evidence on L1 use in these settings is available (Lo & Macaro 2015) and evidence to support practical suggestions for supporting students' language challenges would appear inadequate (Chan, 2014; Poon, Lau, & Chu, 2013). Some research (Lin 2006) suggests science teachers can use bilingual pedagogies in EMI settings. Yet the field is relatively new and further research is needed to ascertain 'on balance' the overall effect of switching to the L1. The paper aims to examine science instruction in CILI science classrooms in Hong Kong.
References:
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Pun, J., Thomas, N. and Bowen, N.E.J.A. (2022). Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers' and Students' Experiences at a Hong Kong Secondary School. Sustainability,14(4), 2168; https://doi.org/10.3390/su14042168.
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Pun, J. and Xina, J. (2021) Student challenges and learning strategies at Hong Kong EMI universities, PLOS One. https://doi.org/10.1371/journal.pone.0251564
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