Innovation in Language Learning

Language learning is much more effective when linked to meaningful content. Among all the language learning approaches resting upon the notion of CLIL (content and language integrated learning) it has been proven that the benefits of bilingual or even multilingual education are great in number - whether it is the promotion of dual or multiple literacy, an intensified empathy, openness, tolerance or acceptance of cultural and linguistic diversity. Some areas in this field remain to be explored or raise controversial questions.

This paper questions the use of code switching in content and language integrated learning and teaching.

The issue is whether code switching, a moderate use presupposed, can be integrated in an intelligent way to foster the students’ L2 acquisition process.

Learning a second language presumes being exposed to a constant input in the L2. This extends to the second language learning classroom. Nevertheless L2 input can be interrupted to enhance understanding when conveying meaning sometimes seems to lead in a cul-de-sac due to a lack of certain bricks in the second language system. In such a context translanguaging can be time-saving and maintaining students’ motivation.

Code switching can also be helpful for all those learners with low self-esteem and an anxiety to perform in the other language. Over a certain time the L2 is considered to be a constant ‘partner’ in the learning process but the anchor of L1 is helpful and affirming.

The paper investigates this question referring to empirically collected data in the CLIL setting of a primary school in the south-western part of Germany. Additionally, language teachers’ opinions towards code switching and their implementations of translanguaging as a method in L2 learning are examined at several schools in this region.