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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Bibliographic Details
Published in:Journal of language, identity, and education Vol. 16; no. 4; pp. 228 - 244
Main Authors: Lin, Angel M. Y., He, Peichang
Format: Journal Article
Language:English
Published: Philadelphia Routledge 04.07.2017
Routledge, Taylor & Francis Group
Subjects:
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 Access:Get full text
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Summary: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.
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ISSN:1534-8458
1532-7701
DOI:10.1080/15348458.2017.1328283