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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Veröffentlicht in:	International journal of bilingual education and bilingualism Jg. 22; H. 1; S. 5 - 16
1. Verfasser:	Lin, Angel M. Y.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Abingdon Routledge 02.01.2019 Taylor & Francis Ltd
Schlagworte:	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
Online-Zugang:	Volltext
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