Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settings

Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settings

• Liu, Yiqi The Education University of Hong Kong

Journal of Language, Identity and Education, 2024

Routledge

2024

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

Critical Content and Language Integrated Learning Gendered Discourses Trans-registering Translanguaging

• Hong Kong

• 1997.7 onwards

• Secondary Education

Critical content and language-integrated learning (CLIL) has been advocated to attest raciolingusitic ideologies in plurilingual educational settings. However, little is known about how to help students in contesting inequalities about other structures of domination in bilingual education programs. This study aims to address this gap by examining the construction of gender identities in Secondary 4 (Grade 11) English-medium Liberal Studies lessons, which aimed to enhance awareness of gender equality and subject-specific English skills about the topic. The study shows that gender was constructed and reconstructed by conflicting multilingual and multimodal gendered discourses, including the formal curriculum, school lesson materials, and classroom interaction. The paper reveals that teachers and students jointly constructed masculinities of “real men,” “good men” and “gay men” in CLIL classrooms imbedded in curriculum contexts infused with gender dualism and alternative gender values began to emerge after the CLIL lessons. The results suggest that CLIL teachers can facilitate development of critical literacies about gender by enabling encounters of different voices in translanguaging and trans-registering spaces created by students’ familiar L1 everyday discourses and multimodal practices. Pedagogical implications were also discussed. Copyright © 2023 Taylor & Francis Group, LLC.

• English

Journal Articles

• 15348458

• 10.1080/15348458.2023.2281959

https://bibliography.lib.eduhk.hk/en/bibs/8166ac18

2024-09-05