Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space

Abstract

<p>Content and Language Integrated Learning (CLIL) is an educational approach used in schools and institutions where second language (L2) and content are taught together. CLIL can also be understood as an umbrella term that includes different variants of multilingual programs, which use L2 as the medium of instruction for content subjects. Immersion, Content-Based Instruction, and English-Medium Instruction can be seen as variants of CLIL. The traditional view of languages as separate and bounded entities has been criticized, and the recent conceptualization of 'translanguaging' in the field of Applied Linguistics emphasizes the importance of mobilizing different named languages and multimodal resources in the classroom to make discipline-specific knowledge accessible and cater to the diverse needs of all students (Li, 2018; Tai, 2023). Although there is a growing number of research studies exploring the benefits of multilingualism in multilingual educational contexts, there is still a lack of research investigating the role of multilingualism in CLIL classrooms. This special issue aims to study how teachers and students utilize their diverse multilingual and multimodal resources to facilitate the teaching and learning of content and linguistic knowledge in CLIL classrooms. It seeks empirical papers that conceptualize multilingualism as the norm in CLIL classrooms and investigate pedagogical practices that develop students' content knowledge and thinking skills. Topics of interest include the effective use of multilingual practices or <a href="https://www.sciencedirect.com/topics/social-sciences/translanguaging" title="Learn more about translanguaging from ScienceDirect's AI-generated Topic Pages">translanguaging</a> in CLIL classrooms, designing multilingual CLIL assessments, and CLIL teacher professional development in multilingualism.<br></p>