(Re)conceptualizing 'Language' in CLIL: Multimodality, Translanguaging and Transsemiotizing in CLIL
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| Title: | (Re)conceptualizing 'Language' in CLIL: Multimodality, Translanguaging and Transsemiotizing in CLIL |
|---|---|
| Language: | English |
| Authors: | Liu, Jiajia Eve, Lin, M. Y. |
| Source: | AILA Review. Dec 2021 34(2):240-261. |
| Availability: | John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Content and Language Integrated Learning, Multiple Literacies, Semiotics, Teaching Methods, Language Role, Classroom Techniques, Second Language Learning, Language of Instruction, Code Switching (Language), Language Usage, Grammar, Lesson Plans, English (Second Language), Foreign Countries, Grade 10, Biology, Science Instruction, Secondary School Students, Sino Tibetan Languages, Native Language |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1075/aila.21002.liu |
| ISSN: | 1461-0213 |
| Abstract: | CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of "language" in CLIL. It argues that, to prepare students for the multimodal communication landscape in today's societies and to truly value their linguistic and semiotic diversity in learning, the "language" dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on "mere language" practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today's CLIL classrooms. It proposes the notions of translanguaging and transsemiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/ knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1341347 |
| Database: | ERIC |
| Abstract: | CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of "language" in CLIL. It argues that, to prepare students for the multimodal communication landscape in today's societies and to truly value their linguistic and semiotic diversity in learning, the "language" dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on "mere language" practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today's CLIL classrooms. It proposes the notions of translanguaging and transsemiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/ knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture. |
|---|---|
| ISSN: | 1461-0213 |
| DOI: | 10.1075/aila.21002.liu |
