EL.LE
7 | 2 | 2018

EL.LE
7 | 2 | 2018

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chevron_rightLinguistics

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en

e-ISSN
chevron_right2280-6792

Online issue
Vol. 7 | Num. 2 | Luglio 2018

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EL.LE | 7 | 2 | 2018

Code-Switching in CLIL: the Students’ Perception

Francesca Zanoni
Università degli Studi di Trento, Italia
francesca.zanoni@hotmail.it

DOI 10.30687/ELLE/2280-6792/2018/02/007

Submitted 17 Jan 2018
Accepted 28 Aug 2018

Abstract

The aim of the present study is to investigate the nature of code-switching in Content and Language Integrated Learning (CLIL) classes from the students’ point of view. After a brief review of the literature concerning CLIL and the issue of code-switching, the implementation of CLIL in the school system of the Italian Autonomous Province of Trento (PAT) will be outlined as data, gathered by means of anonymous questionnaires were administered in four different high schools of this province. Data analysis will lead to deeper understanding of the reasons for students’ and teachers’ code-switching in CLIL classes. Ultimately, this paper contributes to the CLIL literature as it provides an insight into student’s perception of code-switching, which is a widespread linguistic strategy used in CLIL classes.

Keywords
CLIL. Code-Switching. Interaction.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

Table of contents
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Campo DC Valore

dc.contributor.author

Zanoni Francesca

dc.title

Code-Switching in CLIL: the Students’ Perception

dc.type

Journal Article

dc.language.iso

en

dc.identifier.uri

http://doi.org/10.14277/ELLE/2280-6792/2018/02/007

dc.description.abstract

The aim of the present study is to investigate the nature of code-switching in Content and Language Integrated Learning (CLIL) classes from the students’ point of view. After a brief review of the literature concerning CLIL and the issue of code-switching, the implementation of CLIL in the school system of the Italian Autonomous Province of Trento (PAT) will be outlined as data, gathered by means of anonymous questionnaires were administered in four different high schools of this province. Data analysis will lead to deeper understanding of the reasons for students’ and teachers’ code-switching in CLIL classes. Ultimately, this paper contributes to the CLIL literature as it provides an insight into student’s perception of code-switching, which is a widespread linguistic strategy used in CLIL classes.

dc.relation.ispartof

EL.LE

dc.relation.ispartof

Vol. 7 | Num. 2 | Luglio 2018

dc.publisher

Edizioni Ca’ Foscari - Digital Publishing

dc.date.issued

2018-07-01

dc.dateAccepted

2018-01-17

dc.dateSubmitted

2018-08-28

dc.identifier.issn

dc.identifier.eissn

2280-6792

dc.rights

Creative Commons 4.0 Attribution alone

dc.rights.uri

http://creativecommons.org/licenses/by/4.0/

dc.subject

CLIL

dc.subject

Code-Switching

dc.subject

Interaction

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