Translanguaging as dynamic activity flows in CLIL classrooms

Translanguaging as dynamic activity flows in CLIL classrooms

• Lin, Mei Yi Angel The University of Hong Kong
• He, Peichang The University of Hong Kong

Journal of Language, Identity and Education, 16(4), 228-244, 2017

Routledge

2017

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed.

• 英文

期刊論文

• 15348458

• 10.1080/15348458.2017.1328283

https://bibliography.lib.eduhk.hk/tc/bibs/b8490a2d

2023-11-09