Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context
The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a techno...
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| Published in: | Learning and instruction Vol. 96; p. 102083 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
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01.04.2025
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| ISSN: | 0959-4752 |
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| Abstract | The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms. |
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| AbstractList | The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms. |
| ArticleNumber | 102083 |
| Author | Loh, Elizabeth Ka Yee Tai, Kevin W.H. Wei, Li |
| Author_xml | – sequence: 1 givenname: Kevin W.H. orcidid: 0000-0002-2098-8082 surname: Tai fullname: Tai, Kevin W.H. email: kevin.tai@hku.hk organization: Academic Unit of Language and Literacy Education, Faculty of Education, The University of Hong Kong, Hong Kong – sequence: 2 givenname: Li surname: Wei fullname: Wei, Li email: li.wei@ucl.ac.uk organization: IOE, UCL's Faculty of Education and Society, University College London, United Kingdom – sequence: 3 givenname: Elizabeth Ka Yee surname: Loh fullname: Loh, Elizabeth Ka Yee email: ekyloh@hku.hk organization: Academic Unit of Language and Literacy Education, Faculty of Education, The University of Hong Kong, Hong Kong |
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| Keywords | Translanguaging Multilingualism Multimodality Content and language integrated learning (CLIL) |
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