Translanguaging as Dynamic Activity Flows in CLIL Classrooms

In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse...

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Veröffentlicht in:	Journal of language, identity, and education Jg. 16; H. 4; S. 228 - 244
Hauptverfasser:	Lin, Angel M. Y., He, Peichang
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Philadelphia Routledge 04.07.2017 Routledge, Taylor & Francis Group
Schlagworte:	Academic Discourse Academic language Class Activities Classroom communication Classrooms Code Switching (Language) College School Cooperation Content and Language Integrated Learning Content and language integrated learning (CLIL) Course Content Curricula distributed language view Educational Policy English (Second Language) Ethnic Groups Ethnography Foreign Countries Integrated Activities Interviews Language Language acquisition Language choice Language of Instruction Language Usage Learning Activities Mandarin Chinese Medium of instruction Minority Groups Multilingualism Naturalistic Observation Observation Public policy Scaffolding (Teaching Technique) Science science classroom discourse Science Instruction Science Teachers Second Language Instruction Second Language Learning Secondary School Students Secondary School Teachers Sino Tibetan Languages South Asian ethnic minoritized students Student teacher relationship Students Teacher Student Relationship Teachers Teaching Teaching Methods Translanguaging translanguaging and flows Hong Kong
ISSN:	1534-8458, 1532-7701
Online-Zugang:	Volltext
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