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Language and Education Volume 31, 2017 - Issue 1: Dialogic Learning and Teaching across Diverse Contexts: Promises and Challenges
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Original Articles

Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms

Angel M. Y. LinFaculty of Education, The University of Hong Kong, Pokfulam Road, Hong KongCorrespondence[email protected]
&
Yuen Yi LoFaculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong
Pages 26-45 | Received 18 Aug 2016, Accepted 25 Aug 2016, Published online: 20 Sep 2016

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Amy Wanyu Ou & Michelle Mingyue Gu. (2023) Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis. Language and Education 0:0, pages 1-23.
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Jenny Uddling & Anne Reath Warren. (2023) A newcomer’s spontaneous translanguaging in lower-secondary physics education. International Multilingual Research Journal 17:3, pages 270-288.
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Latisha Mary, Véronique Lemoine-Bresson & Anne Choffat-Dürr. (2023) Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies. Language Awareness 0:0, pages 1-19.
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Laura Karabassova & Xabier San Isidro. (2023) Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan. International Journal of Multilingualism 20:2, pages 556-575.
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Yuen Yi Lo, Angel M. Y. Lin & Yiqi Liu. (2023) Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism 26:3, pages 289-310.
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Jack K. H. Pun & Kason Ka Ching Cheung. (2023) Meaning making in collaborative practical work: a case study of multimodal challenges in a Year 10 chemistry classroom. Research in Science & Technological Education 41:1, pages 271-288.
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Madeleine Campbell & Alexandra Tigan. (2022) Translanguaging and product-oriented drama: an integrated pedagogical approach for language learning and literacy development. International Journal of Bilingual Education and Bilingualism 25:10, pages 3745-3757.
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Kevin Donley. (2022) Translanguaging as a theory, pedagogy, and qualitative research methodology. NABE Journal of Research and Practice 12:3-4, pages 105-120.
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Heath Rose, Kari Sahan & Sihan Zhou. (2022) Global English Medium Instruction: Perspectives at the crossroads of Global Englishes and EMI. Asian Englishes 24:2, pages 160-172.
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Angus Cheng. (2022) Medium of instruction in Hong Kong secondary schools: integrating L1 in English-medium classrooms. Asian Englishes 24:1, pages 2-8.
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Ashlyn E. Pierson & Scott E. Grapin. (2021) A disciplinary perspective on translanguaging. Bilingual Research Journal 44:3, pages 318-334.
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Jack K. H. Pun & Kevin W. H. Tai. (2021) Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions. International Journal of Science Education 43:7, pages 1112-1139.
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Sara Salloum & Saouma BouJaoude. (2020) Language in teaching and learning science in diverse Lebanese multilingual classrooms: interactions and perspectives. International Journal of Science Education 42:14, pages 2331-2363.
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Lay Hoon Seah & Rita Elaine Silver. (2020) Attending to science language demands in multilingual classrooms: a case study. International Journal of Science Education 42:14, pages 2453-2471.
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Monica Axelsson & Britt Jakobson. (2020) Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom. Language and Education 34:4, pages 291-310.
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Corinne Maxwell-Reid. (2020) Classroom discourse in bilingual secondary science: language as medium or language as dialectic?. International Journal of Bilingual Education and Bilingualism 23:4, pages 499-512.
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Marianne Turner & Angel M. Y. Lin. (2020) Translanguaging and named languages: productive tension and desire. International Journal of Bilingual Education and Bilingualism 23:4, pages 423-433.
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Jack Pun & Ernesto Macaro. (2019) The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:1, pages 64-77.
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Tom Morton. (2018) Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 21:3, pages 275-286.
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Angel M. Y. Lin & Peichang He. (2017) Translanguaging as Dynamic Activity Flows in CLIL Classrooms. Journal of Language, Identity & Education 16:4, pages 228-244.
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Articles from other publishers (56)

Rui Yuan & Min Yang. (2020) Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research 27:4, pages 884-906.
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Salah Ben Hammou & Abdelaziz Kesbi. (2023) English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception. Studies in Second Language Learning and Teaching 13:2, pages 271-292.
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Anne Li Jiang & Lawrence Jun Zhang. (2023) Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective. System 114, pages 103024.
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Lisa Gilanyi, Xuesong (Andy) Gao & Shiyao Wang. (2023) EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022. Heliyon 9:6, pages e16365.
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Merve Bozbiyik & Tom Morton. (2023) Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course. Applied Linguistics 44:2, pages 265-286.
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Kevin W.H. Tai. (2023) Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective. System 113, pages 102959.
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Wenyun Jia, Xuehua Fu & Jack Pun. (2023) How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes. Sustainability 15:6, pages 4895.
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Yanming (Amy) Wu & Angel M. Y. Lin. (2022) Thematic patterns, Cognitive Discourse Functions, and genres. Journal of Immersion and Content-Based Language Education 10:2, pages 230-264.
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