Mapping Student and Lecturer Perspectives: Use of L1 in a CLIL-oriented context

Abstract

The aim of this paper is to describe action research conducted with lecturers who teach non-language subjects through English and their respective students at San Jorge University (USJ). The lecturers attended an introductory to teach through English following the CLIL approach (Content and Language Integrated Learning¿CLIL). To further adapt this course to the lectures` needs and resolve issues related to the use of the students` mother tongue (L1), the author surveyed the opinions of both the lecturers` and their respective students on in regards to using Spanish in the CLIL classroom, especially when new terms are presented. The answers were compiled into themes that show both groups` overall agreement to the conditioned importance of L1. The themes were: 1) reasons for using Spanish; 2) pros of using English only; 3) the use of L1 as an indicator of competence in the target foreign language (L2); 4) what students value in CLIL teaching practices. The outcomes bring into focus what students prefer and value with regards to using L1 and L2 in the CLIL classroom.