Code-switching in CLIL Contexts

This paper aims to analyze teachers’ code-switching from L1 (Italian) to L2 (English) in various CLIL contexts in Italy. In recent years there has been recognition of the validity of code-switching, which has been considered as a strategy adopted by all bilingual speakers (Baker 2006, Butzkamm 1998, Cook 2001, Franklin 1990, Gajo 2001, Ricci Garotti 2006). Three teachers (from primary, middle and secondary school) performing CLIL have been observed, recorded and given a questionnaire in order to evaluate if code-switching occurs and in what instances in their lessons. The results show that there are not many differences in the teachers’ use of code-switching for primary, middle or secondary schools. Nevertheless, as expected, the primary school teacher makes an extensive use of code-switching. The middle school teacher also uses it a lot, and for non-didactic activities as well, such as reproaching the students. On the contrary, the high school teacher uses it very rarely and only for guiding or instructing the students. All of the teachers observed used code-switching for eliciting the switch as a natural activity to be developed in bilinguals and also to explain the lexis.