Erwin M. Gierlinger College of Education Upper-Austria/PH-OÖE-mail: erwin.gierlinger@ph-ooe.atWebsite: http://clilingmesoftly.wordpress.com

Teachers’ code-switching in CLIL: Deficit or dividend?Regulative code-switching

1. Classroom and task management code-switching: CTM. Any L1 intervention by the teacher that supported the setting up of the learning environment. It included: giving instructions, making announcements, opening and closing lessons, regulating floor taking, homework reminders, passing out hand outs, etc.

2. Behaviour management code-switching: BM. Any L1 intervention by the teacher for interpersonal and rapport-building purposes. Typical examples included: checking on pupils’ behaviour, telling jokes, anecdotes or any other (language) anxiety reducing measure, encouraging remarks, etc.

Instructive code-switching1. Concept-focused code-switching: CF. Any code-switching by teachers to ensure the

conceptual understanding and development of subject knowledge.2. Word-focused code-switching: WF. This was understood as a bridging category between

language learning and conceptual development. Typical examples included teachers’ quick translation of any expected lexical problem.

3. Deficit-focused code-switching: DF. Code-switching by teachers that dealt with their own linguistic shortcomings. Typical examples included the teacher’s acknowledgement of her ignorance preceded by utterances such as “I don’t know the English word for Dreibein (tripod)” and/or by body language and hesitation markers that indicated a (linguistic) problem.

Teachers CS in this CLIL study is:• motivated by explicit beliefs/principles.• contextually constrained.• domain sensitive.• guided by an affective dimension.• providing cognitive and language learning opportunities.

Conclusion: CS in CLIL should be seen as an asset and dividend rather than a deficit option.

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