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Spontaneous Teacher Collaboration in Early Primary CLIL Classrooms with Pupils of Special Educational Needs (SEN): A Dynamic Translanguaging and Trans-Semiotizing Perspective

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Title: Spontaneous Teacher Collaboration in Early Primary CLIL Classrooms with Pupils of Special Educational Needs (SEN): A Dynamic Translanguaging and Trans-Semiotizing Perspective
Language: English
Authors: Yiqi Liu (ORCID 0000-0003-0637-636X), Angel M. Y. Lin (ORCID 0000-0002-6204-8021)
Source: Journal of Multilingual and Multicultural Development. 2025 46(5):1416-1439.
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: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Content and Language Integrated Learning, Teacher Collaboration, Elementary School Teachers, Special Needs Students, Code Switching (Language), Bilingual Education, English (Second Language), Teacher Behavior, Classroom Environment, Student Diversity, Interprofessional Relationship
Geographic Terms: Hong Kong
DOI: 10.1080/01434632.2024.2441408
ISSN: 0143-4632
1747-7557
Abstract: While a wealth of research demonstrates the benefits of translanguaging and trans-semiotizing (TL-TS) pedagogy in secondary content and language integrated learning (CLIL) settings, little research has explored teacher collaboration in early primary CLIL classrooms nor the operationalisation of co-teaching CLIL classes with students of special educational needs. Drawing on the recent dynamic, distributed view of TL and flows, the study intends to investigate how CLIL co-teachers support primary English-as-an-additional-language classrooms with students of special educational needs in learning to write Information Reports. Five videotaped lessons were analysed to identify patterns of teacher collaboration via TL-TS. The findings show that the co-teachers' joint orchestration of semiotic resources on different spatio-temporal scales serves to: (1) engage students' co-construction of the thematic patterns in the target academic genre; (2) create disciplining spaces in classroom contingencies; and (3) enable knowledge brokering and foreground students' achievement in discipline-specific activities. The results indicate that CLIL teacher collaboration should be expanded with planned spaces and spontaneous and dynamic resources to meet the emerging needs of diverse learners.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494287
Database: ERIC
FullText Text:
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  Data: Spontaneous Teacher Collaboration in Early Primary CLIL Classrooms with Pupils of Special Educational Needs (SEN): A Dynamic Translanguaging and Trans-Semiotizing Perspective
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  Data: <searchLink fieldCode="AR" term="%22Yiqi+Liu%22">Yiqi Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0637-636X">0000-0003-0637-636X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angel+M%2E+Y%2E+Lin%22">Angel M. Y. Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6204-8021">0000-0002-6204-8021</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Multilingual+and+Multicultural+Development%22"><i>Journal of Multilingual and Multicultural Development</i></searchLink>. 2025 46(5):1416-1439.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 10.1080/01434632.2024.2441408
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– Name: Abstract
  Label: Abstract
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  Data: While a wealth of research demonstrates the benefits of translanguaging and trans-semiotizing (TL-TS) pedagogy in secondary content and language integrated learning (CLIL) settings, little research has explored teacher collaboration in early primary CLIL classrooms nor the operationalisation of co-teaching CLIL classes with students of special educational needs. Drawing on the recent dynamic, distributed view of TL and flows, the study intends to investigate how CLIL co-teachers support primary English-as-an-additional-language classrooms with students of special educational needs in learning to write Information Reports. Five videotaped lessons were analysed to identify patterns of teacher collaboration via TL-TS. The findings show that the co-teachers' joint orchestration of semiotic resources on different spatio-temporal scales serves to: (1) engage students' co-construction of the thematic patterns in the target academic genre; (2) create disciplining spaces in classroom contingencies; and (3) enable knowledge brokering and foreground students' achievement in discipline-specific activities. The results indicate that CLIL teacher collaboration should be expanded with planned spaces and spontaneous and dynamic resources to meet the emerging needs of diverse learners.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Hong Kong
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