Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and sp...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:RELC journal Ročník 53; číslo 2; s. 355 - 370
Hlavní autori: Sohn, Bong-gi, dos Santos, Pedro, Lin, Angel M. Y.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London, England SAGE Publications 01.08.2022
SAGE PUBLICATIONS, INC
Predmet:
Classrooms
Code Switching (Language)
Content and Language Integrated Learning
English (Second Language)
English language
Gestures
Integrated Activities
Language
Language acquisition
Language Teachers
Language Usage
Learning
Learning Activities
Medium of instruction
Multilingualism
Native Language
Power
Power Structure
Second Language Instruction
Second Language Learning
Semiotics
Teachers
Teaching
Teaching Methods
Translanguaging
Translanguaging
critical content and language integrated learning
translanguaging pedagogies
content and language integrated learning
trans-semiotizing
curriculum genre
ISSN:0033-6882, 1745-526X
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge ‘English-only’/target-language-only pedagogies, ‘native-(English-)speakerism’, and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0033-6882
1745-526X
DOI:10.1177/00336882221114480