Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom

Katarzyna Lidia Papaja; Marzena Wysocka-Narewska

doi:10.31261/tapsla.7808

Published: 2020-06-08

Vol. 6 No. 1 (2020)

Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom

Katarzyna Lidia Papaja

, Marzena Wysocka-Narewska

Section: Articles

https://doi.org/10.31261/tapsla.7808

Abstract

The aim of this article is to provide an outline of the research on code-switching in CLIL, starting with a brief description of code-switching and its main causes. The study, which is to be presented, was conducted among Secondary School CLIL learners and is based on a questionnaire especially prepared for this study. The main aim of the study was to investigate the situations in which CLIL learners switch the codes. Additionally, the researchers were trying to find out the positive and negative impact of this phenomenon on the foreign language being acquired.

Keywords:

code-switching, CLIL, CLIL learners, CLIL teachers

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Papaja, K. L., & Wysocka-Narewska, M. (2020). Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom. Theory and Practice of Second Language Acquisition, 6(1), 51–63. https://doi.org/10.31261/tapsla.7808

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Vol. 6 No. 1 (2020)
Published: 2020-06-08

ISSN: 2450-5455

eISSN: 2451-2125

10.31261/tapsla

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

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Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom

Abstract

Keywords:

Katarzyna Lidia Papaja

Marzena Wysocka-Narewska

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