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ABSTRACT
Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the focus to analyse language as entangled with many other semiotics (e.g. visuals, gestures, bodily movement) in meaning making. In this paper recent developments in trans/languaging and trans-semiotizing theories are discussed in conjunction with fine-grained classroom analyses to illustrate the key role played by trans/languaging and trans-semiotizing practices in the dialogic construal of content meaning in content-based education.
Acknowledgements
The author wants to thank the editors and two anonymous reviewers for their critical, useful comments on an earlier draft of the paper. Special thanks go to Dr. Peichang He for helping to transcribe the lesson excerpt and sharing her insights in the lesson episode.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Angel M. Y. Lin is Professor and Canada Research Chair in Plurilingual and Intercultural Education at Simon Fraser University, Canada. She has published widely in CLIL, academic literacies, trans/languaging, classroom analysis, and language and identity studies. She serves on the editorial advisory boards of leading international research journals including Applied Linguistics, Language and Education, and International Journal of Bilingual Education and Bilingualism.