Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: whole-body sense-making in the flow of knowledge co-making

ABSTRACT

While translanguaging research has been gaining currency worldwide, calls have been made for deepening its theorisation and providing more systematic pedagogical guidance. To contribute to this discussion, this study is informed by a fluid, distributed, dynamic process view of human meaning-making. Through a fine-grained multimodal analysis of classroom activities and interactions, it elucidates the translanguaging/trans-semiotising practices of an experienced science teacher trying out a CLIL (Content and Language Integrated Learning) approach inspired by the Multimodalities-Entextualisation Cycle (MEC) in a Grade 10 biology class in Hong Kong. Post-lesson interviews and survey indicated that such practices generated a positive impact on the students in the continuous flow of knowledge co-making. Implications of the study for furthering the theorisation and practices of translanguaging/trans-semiotising will be discussed.

KEYWORDS:

• Translanguaging and flows
• trans-semiotising
• Content and language integrated learning (CLIL)
• thematic pattern
• multimodal classroom discourse analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. According to the teacher participant, additional lessons after the exam period and in the summer are common at senior secondary levels in Hong Kong due to tight syllabuses and time constraints in regular class time and the time for one lesson in these periods usually lasts longer than a regular lesson of 70 minutes.

2. Another difference between the textbook text and the text co-constructed by Mr. Yeung and the students (Figure 3) is that the former does not include an explanation of what happens outside the air space through the stoma while the latter does (i.e. the first sentence in the latter, which is taught in lesson sequence 3.2.3, see Appendix 1). As Mr. Yeung pointed out in the post-lesson interview, this is, in fact, the ultimate cause of transpiration pull. This is another example illustrating how Mr. Yeung co-constructed with students a more complete understanding of the topic beyond the textbook text.

3. Cantonese words in the original interview excerpts were translated into English, with key Cantonese language features maintained in romantised jyutping, e.g. ‘mou2 seoi2 (no water)’.

Additional information

Notes on contributors

Yanming (Amy) Wu

Yanming (Amy) Wu is a PhD candidate at the Faculty of Education, University of Hong Kong. Her research interests include Content and Language Integrated Learning (CLIL), Language across the Curriculum (LAC), academic literacies, English for Academic Purposes (EAP), translanguaging, multimodal classroom discourse analysis, teacher development, and language policy.

Angel M. Y. Lin

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 Content and Language Integrated Learning (CLIL), Language across the Curriculum (LAC), academic literacies, translanguaging, classroom discourse analysis, language policy and planning, and language and identity studies.