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Article: Translanguaging as Dynamic Activity Flows in CLIL Classrooms

TitleTranslanguaging as Dynamic Activity Flows in CLIL Classrooms
Authors
KeywordsContent and language integrated learning (CLIL)
distributed language view
science classroom discourse
South Asian ethnic minoritized students
translanguaging and flows
Issue Date2017
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/15348458.asp
Citation
Journal of Language, Identity, and Education, 2017, v. 16 n. 4, p. 228-244 How to Cite?
AbstractIn 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.
Persistent Identifierhttp://hdl.handle.net/10722/272714
ISSN
2017 Impact Factor: 0.511
2015 SCImago Journal Rankings: 0.447

 

DC FieldValueLanguage
dc.contributor.authorLin, AMY-
dc.contributor.authorHe, P-
dc.date.accessioned2019-08-06T09:15:10Z-
dc.date.available2019-08-06T09:15:10Z-
dc.date.issued2017-
dc.identifier.citationJournal of Language, Identity, and Education, 2017, v. 16 n. 4, p. 228-244-
dc.identifier.issn1534-8458-
dc.identifier.urihttp://hdl.handle.net/10722/272714-
dc.description.abstractIn 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.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/15348458.asp-
dc.relation.ispartofJournal of Language, Identity, and Education-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectContent and language integrated learning (CLIL)-
dc.subjectdistributed language view-
dc.subjectscience classroom discourse-
dc.subjectSouth Asian ethnic minoritized students-
dc.subjecttranslanguaging and flows-
dc.titleTranslanguaging as Dynamic Activity Flows in CLIL Classrooms-
dc.typeArticle-
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.identifier.emailHe, P: hepc1@hku.hk-
dc.identifier.authorityLin, AMY=rp01355-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/15348458.2017.1328283-
dc.identifier.scopuseid_2-s2.0-85026729597-
dc.identifier.hkuros300794-
dc.identifier.volume16-
dc.identifier.issue4-
dc.identifier.spage228-
dc.identifier.epage244-
dc.publisher.placeUnited States-

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