490
Views
2
CrossRef citations to date
0
Altmetric
ALA Conference 2020

Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems

& ORCID Icon
Pages 384-406 | Received 06 Jun 2022, Accepted 03 Jul 2023, Published online: 20 Jul 2023

References

  • Andrews, S., & Lin, A. Y. (2017). Language awareness and teacher development. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57–74). Routledge.
  • Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual Matters.
  • Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251–269. https://doi.org/10.1111/j.1540-4781.2012.01330.x
  • Canagarajah, S. (2018a). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39(1), 31–54. https://doi.org/10.1093/applin/amx041
  • Canagarajah, S. (2018b). The unit and focus of analysis in lingua franca English interactions: In search of a method. International Journal of Bilingual Education and Bilingualism, 21(7), 805–824. https://doi.org/10.1080/13670050.2018.1474850
  • Canagarajah, S. (2021a). Materialising semiotic repertoires: Challenges in the interactional analysis of multilingual communication. International Journal of Multilingualism, 18(2), 206–225. https://doi.org/10.1080/14790718.2021.1877293
  • Canagarajah, S. (2021b). Materialising narratives: The story behind the story. System, 102, 102610. https://doi.org/10.1016/j.system.2021.102610
  • Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. https://doi.org/10.1093/applin/amt011
  • Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342–354. https://doi.org/10.1177/00336882221082751
  • Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging: Breaking away from monolingual ideologies. World Englishes39, 39(2), 300–311. https://doi.org/10.1111/weng.12462
  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
  • Cummins, J. (2021). Dialogue between instructional practice and theory: Contrasting the implications of “unitary” versus “cross-linguistic” translanguaging theory for educating multilingual studies [Paper presentation]. CCERBAL Conference, University of Toronto, April 30, 2021.
  • Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011
  • García, O. (2009). Bilingual education in the 21st century: A global perspective. John Wiley & Sons.
  • García, O., & Li, W. (2014). Translanguaging. Language, bilingualism and education. Palgrave MacMillan.
  • García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (encyclopedia of language and education) (pp. 117–130). Springer.
  • Halliday, M. A. K. (2013). Languages, and language, in today’s changing world. Research seminar given at the University of Hong Kong October 23.
  • He, P., & Lin, A. M. Y. (2018). Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process. Journal of Immersion and Content-Based Language Education, 6(2), 162–188. https://doi.org/10.1075/jicb.17009.he
  • He, P., & Lin, A. M. Y. (2021). Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom. In A. Jakobsson, P. N. Larsson, & A. Karlsson (Eds.), Translanguaging in science education (pp. 143–171). Springer.
  • Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
  • Lemke, J. L. (2018). Translanguaging and flows. Webinar hosted at Simon Fraser University, Canada, 18 September 2018.
  • Lemke, J. L., & Lin, A. M. Y. (2022). Translanguaging and flows: Towards an alternative conceptual model. Educational Linguistics, 1(1), 134–151. https://doi.org/10.1515/eduling-2022-0001
  • Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222–1235.
  • Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
  • Lin, A. M. Y. (2012). Multilingual and multimodal resources in L2 English content classrooms. In C. Leung, and B. Street (Eds.), ‘English’—A changing medium for education (pp. 79–103). Multilingual Matters.
  • Lin, A. M. Y. (2015). Egalitarian Bi/Multilingualism and Trans-semiotizing in a Global World. In Wayne E. Wright, Sovicheth Boun, and Ofelia García (Eds.), The handbook of bilingual and multilingual education (pp. 19–37). Wiley Blackwell.
  • Lin, A. M. Y. (2016). Language across the curriculum & CLIL in English as an additional language (EAL) contexts: Theory and practice. Springer.
  • Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16. https://doi.org/10.1080/13670050.2018.1515175
  • Lin, A. M. Y. (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), 203–212. https://doi.org/10.1080/07908318.2020.1723927
  • Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL Classrooms. Journal of Language, Identity and Education, 16(4), 228–244. https://doi.org/10.1080/15348458.2017.1328283
  • Lin, A. M. Y., Wu, Y., & Lemke, J. L. (2020). “It takes a village to research a village”: Conversations with Jay Lemke on contemporary issues in translanguaging. In S. Lau & S. Van Viegen Stille (Eds.), Critical plurilingual pedagogies: Struggling toward equity rather than equality. Springer.
  • Lindahl, K. M., Baecher, L., & Tomas, Z. (2013). Teacher language awareness in content-based activity design. Journal of Immersion and Content-Based Language Education, 1(2), 198–225. https://doi.org/10.1075/jicb.1.2.03lin
  • Lo, Y. Y. (2020). Professional development of CLIL teachers. Springer.
  • Lo, Y. Y., & Lin, A. M. Y. (2015). Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18(3), 261–269. https://doi.org/10.1080/13670050.2014.988111
  • Love, N. (2007). Are languages digital codes? Language Sciences, 29(5), 690–709. https://doi.org/10.1016/j.langsci.2007.01.008
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
  • Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249. https://doi.org/10.1080/13670050.2016.1254151
  • Nikula, T., Dafouz, E., Moore, P., & Smit, U. (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters.
  • Pennycook, A. (2017). Translanguaging and semiotic assemblages. International Journal of Multilingualism, 14(3), 269–282. https://doi.org/10.1080/14790718.2017.1315810
  • Pennycook, A. (2018). Posthumanist applied linguistics. Applied Linguistics, 39(4), 445–461.
  • Thibault, P. J. (2011). First-order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23(3), 210–245. https://doi.org/10.1080/10407413.2011.591274
  • Thibault, P. J. (2017). The reflexivity of human languaging and Nigel Love’s two orders of language. Language Sciences, 61, 74–85. https://doi.org/10.1016/j.langsci.2016.09.014
  • Toohey, K. (2019). The onto-epistemologies of new materialism: Implications for applied linguistics pedagogies. Applied Linguistics, 40(6), 937–956. https://doi.org/10.1093/applin/amy046
  • Wu, Y., & Lin, A. M. (2019). Translanguaging and trans-semiotizing in a CLIL biology class in Hong Kong: Whole-body sense-making in the flow of knowledge co-making. Classroom Discourse, 10(3–4), 252–273. https://doi.org/10.1080/19463014.2019.1629322

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.