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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Vydané v:	Journal of language, identity, and education Ročník 16; číslo 4; s. 228 - 244
Hlavní autori:	Lin, Angel M. Y., He, Peichang
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Philadelphia Routledge 04.07.2017 Routledge, Taylor & Francis Group
Predmet:	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
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Shrnutí:	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 translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1534-8458 1532-7701
DOI:	10.1080/15348458.2017.1328283