Exploring translanguaging in CLIL

After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question. peerReviewed