Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms

Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices....

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Vydané v:International journal of bilingual education and bilingualism Ročník 22; číslo 1; s. 5 - 16
Hlavný autor: Lin, Angel M. Y.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 02.01.2019
Taylor & Francis Ltd
Predmet:
Academic Discourse
Classroom Communication
Code switching
Code Switching (Language)
content and language integrated learning
Content area instruction
content-based instruction
Course Content
dialogic pedagogy
Education
English (Second Language)
English for academic purposes
English medium instruction
Language of Instruction
Language Usage
Linguistic Theory
Meaning
Native Language
Role
Second Language Instruction
Second Language Learning
Semiotics
Sociocultural Patterns
Teaching Methods
trans-semiotizing
Translanguaging
ISSN:1367-0050, 1747-7522
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Shrnutí:Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the focus to analyse language as entangled with many other semiotics (e.g. visuals, gestures, bodily movement) in meaning making. In this paper recent developments in trans/languaging and trans-semiotizing theories are discussed in conjunction with fine-grained classroom analyses to illustrate the key role played by trans/languaging and trans-semiotizing practices in the dialogic construal of content meaning in content-based education.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1367-0050
1747-7522
DOI:10.1080/13670050.2018.1515175