Implementation of Translanguaging in CLIL
Practices and Attitudes
DOI:
https://doi.org/10.4151/S0718-09342025011901278Keywords:
CLIL, attitude, university students, 4Cs, ChinaAbstract
Translanguaging has gained increasing prominence within Content and Language Integrated Learning (CLIL) contexts. This study explores how translanguaging supports the holistic development of the four dimensions of the 4Cs model—content, communication, cognition, and culture—in an audio-oral Spanish course for Chinese-speaking university students. Drawing on classroom observations, questionnaire responses, and four semi-structured interviews, the research demonstartes how translanguaging facilitates the development of students’ language proficiency as well as their communicative, cognitive, and intercultural competencies. Additionally, the findings indicate that most participants hold positive attitudes towards this pedagogical approach. This study thus offers valuable insights into the effective integration of translanguaging practices in foreign language classrooms.
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