Citations (198)
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Kevin W. H. Tai & Li Wei. (2023) Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms. Language and Education 0:0, pages 1-42.
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Peichang (Emily) He & Angel M. Y. Lin. (2023) Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems. Language Awareness 0:0, pages 1-23.
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Amy Wanyu Ou & Hans Malmström. (2023) ‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Dan Shi, Derek Irwin & Ping Du. (2023) Languaging dynamics in interactive lecturing: exploring an embodied approach to deep learning in L2 higher education contexts. Classroom Discourse 14:2, pages 147-166.
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Alexandra Babino & Kimberly Muñoz. (2023) Caminos de convivencia: A comparative case study of bilingual pre-service teachers’ biliteracies development. Bilingual Research Journal 46:1-2, pages 176-201.
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Zhongfeng Tian & Sunny Man Chu Lau. (2022) Translanguaging flows in Chinese word instruction: Potential critical sociolinguistic engagement with children’s artistic representations of Chinese characters. Pedagogies: An International Journal 17:4, pages 282-302.
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Carolyn McKinney. (2022) Coloniality of language and pretextual gaps: a case study of emergent bilingual children’s writing in a South African school and a call for ukuzilanda. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Laura Gurney & Eugenia Demuro. (2022) Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns. International Journal of Multilingualism 19:3, pages 305-324.
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Robyn Tyler. (2021) Transcribing whole-body sense-making by non-dominant students in multilingual classrooms. Classroom Discourse 12:4, pages 386-402.
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Siobhan Brownlie. (2021) Congolese women speak: languaging, translanguaging and discursive cross-culturing as resources for empowerment. Language and Intercultural Communication 21:2, pages 207-222.
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Bianca Bonato, Francesca Peressotti, Silvia Guerra, Qiuran Wang & Umberto Castiello. (2021) Cracking the code: a comparative approach to plant communication. Communicative & Integrative Biology 14:1, pages 176-185.
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Åsa Wedin. (2020) Literacy and Agency: The Case of Young Adults who Came to Sweden as Unaccompanied Asylum-seeking Minors. Scandinavian Journal of Educational Research 64:4, pages 522-534.
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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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Angel M. Y. Lin. (2020) From deficit-based teaching to asset-based teaching in higher education in BANA countries: cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens. Language, Culture and Curriculum 33:2, pages 203-212.
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Giuliana Salvato. (2020) Awareness of the role of the body in the pedagogy of Italian in Canada and in Italy. Language Awareness 29:1, pages 78-95.
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Li Wei & Angel M. Y. Lin. (2019) Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse 10:3-4, pages 209-215.
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Yanming (Amy) Wu & Angel M. Y. Lin. (2019) Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: whole-body sense-making in the flow of knowledge co-making. Classroom Discourse 10:3-4, pages 252-273.
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Angel M. Y. Lin. (2019) Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism 22:1, pages 5-16.
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Agnes Szokolszky. (2019) Perceiving Metaphors: An Approach From Developmental Ecological Psychology. Metaphor and Symbol 34:1, pages 17-32.
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Thomas Wiben Jensen & Linda Greve. (2019) Ecological Cognition and Metaphor. Metaphor and Symbol 34:1, pages 1-16.
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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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Ruth Swanwick. (2017) Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism 14:3, pages 233-249.
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Alessandro Rosborough. (2016) Understanding Relations Between Gesture and Chronotope: Embodiment and Meaning-Making in a Second-Language Classroom. Mind, Culture, and Activity 23:2, pages 124-140.
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Jan Anward & Per Linell. (2016) On the grammar of utterances: putting the form vs. substance distinction back on its feet. Acta Linguistica Hafniensia 48:1, pages 35-58.
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Barrie Shannon & Stephen J. Smith. (2015) ‘A lot more to learn than where babies come from’: controversy, language and agenda setting in the framing of school-based sexuality education curricula in Australia. Sex Education 15:6, pages 641-654.
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Thomas Wiben Jensen & Elena Cuffari. (2014) Doubleness in Experience: Toward a Distributed Enactive Approach to Metaphoricity. Metaphor and Symbol 29:4, pages 278-297.
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Thomas Wiben Jensen. (2014) New perspectives on language, cognition, and values. Journal of Multicultural Discourses 9:1, pages 71-78.
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Marie-Theres Fester-Seeger. Becoming a Knower: Fabricating Knowing Through Coaction. Social Epistemology 0:0, pages 1-21.
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Leonie Cornips & Marjo van Koppen. (2024) Multimodal dairy cow–human interaction in an intensive farming context. Language Sciences 101, pages 101587.
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Kevin W.H. Tai. (2023) Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad. Linguistics and Education 78, pages 101227.
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Takuya Inoue. (2023) Toward an ecological model of language: from cognitive linguistics to ecological semantics. Language Sciences 100, pages 101582.
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Mingyue Michelle Gu, Corey Fanglei Huang & Chi-Kin John Lee. (2023) Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective. Linguistics and Education 77, pages 101226.
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Paul J. Thibault. (2023) Mastering Languaging and Extending our Agency in and through the Virtualities of Languaging: The Interplay of Causes and Constraints in Actualising the World. Linguistic Frontiers 6:2, pages 10-49.
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Olga Iriskhanova, Maria Kiose, Anna Leonteva & Olga Agafonova. (2023) Multimodal languaging: Reification profiles in language and gesture. Linguistic Frontiers 6:2, pages 78-91.
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Rasmus Gahrn-Andersen. (2023) Radicalizing radical linguistics: on the need to overcome the language–practice divide. Linguistic Frontiers 6:2, pages 5-9.
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Kristof Savski. (2023) (Trans)languaging, power, and resistance: Bordering as discursive agency. Language in Society, pages 1-23.
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Ebtissam Oraby & Mahmoud Azaz. (2022) Translanguaging Practices in Content-based Instruction in L2 Arabic. Applied Linguistics.
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Brian Ramadiro. (2022) Implementing Multilingual Teacher Education: Reflections on the University of Fort Hare’s Bi/Multilingual Bachelor of Education Degree Programme. Education as Change 26.
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Dan Shi & Paul J. Thibault. (2022) Languaging dynamics of classroom interactivity: a distributed view of the pedagogic recontextualization in L2 tertiary settings. Semiotica 2022:245, pages 125-155.
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J.C. (Jasper) van den Herik. (2022) The reflexive roots of reference. Language Sciences 89, pages 101446.
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