L1 in CLIL: the case of Castilla-La Mancha

Abstract

CLIL settings involve teaching a content subject through a second or foreign language (L2), integrating both language and content. However, this general description ignores classroom scenarios which include the use of the mother tongue (L1). The language choice may affect both methodological practices, namely classroom situations that favour the use of the L1, and also assessment instruments. Nowadays, scholars admit on the relevance of the L1 in CLIL and legislation gradually adapts to these indications. We have conducted a pilot study among primary school teachers in the autonomous region of Castilla-La Mancha, Spain, in order to check how these issues are tackled at school. Therefore, the aim of the present study is to establish a comparison between the main views expressed by stakeholders involved in CLIL. The study presents a review of recent trends and studies in CLIL research that take into account the role of the L1 in methodology and in assessment, and it shows how recent policy changes in our region have adapted to research. Opinions held by in-service teachers reveal the need for clear policy guidelines, which must necessarily be close to classroom practice.

Keywords

• clil; assessment; primary education; educative legislation.