Dynamic 'Flows' of Translanguaging/Trans-Semiotizing in CLIL Eco-Social Systems
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| Title: | Dynamic 'Flows' of Translanguaging/Trans-Semiotizing in CLIL Eco-Social Systems |
|---|---|
| Language: | English |
| Authors: | Peichang (Emily) He, Angel M. Y. Lin (ORCID |
| Source: | Language Awareness. 2024 33(2):384-406. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Metalinguistics, Second Language Learning, Second Language Instruction, English (Second Language), Language of Instruction, Code Switching (Language), Content and Language Integrated Learning, Native Language, Language Usage, Semiotics, Secondary School Students, Science Instruction, Urdu, Multilingualism, Classroom Communication, Sino Tibetan Languages, Teacher Student Relationship, Grade 9, Student Characteristics, Teacher Characteristics, Foreign Countries |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1080/09658416.2023.2234824 |
| ISSN: | 0965-8416 1747-7565 |
| Abstract: | This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424393 |
| Database: | ERIC |
| Abstract: | This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging. |
|---|---|
| ISSN: | 0965-8416 1747-7565 |
| DOI: | 10.1080/09658416.2023.2234824 |
