Citations (66)
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Fauzan, Rina Wahyu Setyaningrum & Suparto. (2023) Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing. Cogent Education 10:1.
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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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Anila Panezai, Liaquat Ali Channa & Bakht Bibi. (2023) Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan. International Journal of Bilingual Education and Bilingualism 26:4, pages 514-527.
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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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Wanyu Amy Ou & Michelle Mingyue Gu. (2022) Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University. International Journal of Bilingual Education and Bilingualism 25:8, pages 2741-2758.
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Syed Abdul Manan & Khadija Tul-Kubra. (2022) Beyond ‘two-solitudes’ assumption and monolingual idealism: generating spaces for multilingual turn in Pakistan. International Journal of Multilingualism 19:3, pages 346-367.
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Derya Duran, Salla Kurhila & Olcay Sert. (2022) Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism 25:2, pages 502-521.
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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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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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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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Weili Zhao. (2020) Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?. Journal of Curriculum Studies 52:1, pages 101-117.
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Jamie L. Schissel, Mario López-Gopar, Constant Leung, Julio Morales & James R Davis. (2019) Classroom-based Assessments in Linguistically Diverse Communities: A Case for Collaborative Research Methodologies. Language Assessment Quarterly 16:4-5, pages 393-407.
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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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Minjung Ryu, Mavreen Rose S. Tuvilla & Casey Elizabeth Wright. (2019) Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting. Journal of Research in Childhood Education 33:1, pages 84-97.
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Jamie L. Schissel, Constant Leung, Mario López-Gopar & James R. Davis. (2018) Multilingual learners in language assessment: assessment design for linguistically diverse communities. Language and Education 32:2, pages 167-182.
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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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Angel M. Y. Lin & Yuen Yi Lo. (2017) Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education 31:1, pages 26-45.
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Jasone Cenoz. (2015) Discussion: some reflections on content-based education in Hong Kong as part of the paradigm shift. International Journal of Bilingual Education and Bilingualism 18:3, pages 345-351.
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