Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong

References

• Bacon-Shone, J., K. Bolton, and K. K. Luke. 2015. Language Use, Proficiency and Attitudes in Hong Kong. Hong Kong: The University of Hong Kong. Retrieved from http://www.ssrc.hku.hk/files/language_2/HK_lg_survey_Final.pdf.
   Google Scholar
• Baker, C. 2001. Foundations of Bilingual Education and Bilingualism. 3rd ed. Clevendon: Multilingual Matters LTD.
   Google Scholar
• Belhiah, H. 2013. “Using the Hand to Choreograph Instruction: On the Functional Role of Gesture in Definition Talk.” The Modern Language Journal 97 (2): 417–434.
   Web of Science ®Google Scholar
• Bezemer, J., and D. Mavers. 2011. “Multimodal Transcription as Academic Practice: A Social Semiotic Perspective.” International Journal of Social Research Methodology 14 (3): 191–206.
   Web of Science ®Google Scholar
• Blair, A., M. Haneda, and F. N. Bose. 2018. “Reimagining English-Medium Instructional Settings as Sites of Multilingual and Multimodal Meaning Making.” TESOL Quarterly 52 (3): 516–539.
   Web of Science ®Google Scholar
• Bracey, B. 2017. “Students From non-Dominant Linguistic Backgrounds Making Sense of Cosmology Visualizations.” Journal of Research in Science Teaching 54 (1): 29–57.
   Web of Science ®Google Scholar
• Bravo, M. A., and G. N. Cervetti. 2014. “Attending to the Language and Literacy Needs of English Learners in Science.” Equity & Excellence in Education 47 (2): 230–245. doi:10.1080/10665684.2014.900418.
   Google Scholar
• Bruna, R., K. Vann, R. Perales, and E. Moisés. 2007. “What’s Language Got To Do With It? A Case Study of Academic Language Instruction in a High School “English Learner Science” Class.” Journal of English for Academic Purposes 6 (1): 36–54.
   Google Scholar
• Cams Hill Science Consortium. 2008. “The Thinking Frames Approach Placemats.” https://pstt.org.uk/resources/cpd-units/the-thinking-frames-approach.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrision. 2011. Research Methods in Education (7th ed.). New York: Routledge.
   Google Scholar
• Colletta, J. M., M. Guidetti, O. Capirci, C. Cristilli, O. E. Demir, R. Kunene-Nicolas, and S. Levine. 2015. “Effects of Age and Language on co-Speech Gesture Production: an Investigation of French, American, and Italian Children's Narratives.” Journal of Child Language 42 (1): 122–145.
   PubMed Web of Science ®Google Scholar
• Cope, B., and M. Kalantzis. 2009a. ““Multiliteracies”: New Literacies, New Learning.” Pedagogies 4 (3): 164–195.
   Google Scholar
• Cope, B., and M. Kalantzis. 2009b. “New Media, New Learning.” In Multiliteracies in Motion: Current Theory and Practice, edited by D. R. Cole, and D. L. Pullen, 87–104. Routledge. https://ebookcentral.proquest.com.
   Google Scholar
• Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Atlanta, GA: Sage.
   Google Scholar
• Dahl, T. I., and S. Ludvigsen. 2014. “How I See What You’re Saying: The Role of Gestures in Native and Foreign Language Learning Comprehension.” The Modern Language Journal 98 (3): 813–833.
   Web of Science ®Google Scholar
• Dalton-Puffer, C. 2011. “Content-and-Language Integrated Learning: From Practice to Principles?” Annual Review of Applied Linguistics 31: 182–204.
   Web of Science ®Google Scholar
• Evnitskaya, N., and T. Morton. 2011. “Knowledge Construction, Meaning-Making and Interaction in CLIL Science Classroom Communities of Practice.” Language and Education 25 (2): 109–127.
   Web of Science ®Google Scholar
• Fang, Z. 2005. “Scientific Literacy: A Systemic Functional Linguistics Perspective.” Science Education 89 (2): 335–347.
   Web of Science ®Google Scholar
• Fang, Z. 2006. “The Language Demands of Science Reading in Middle School.” International Journal of Science Education 28 (5): 491–520.
   Web of Science ®Google Scholar
• Gallagher, F., and G. Colohan. 2017. “T(w)o and Fro: Using the L1 as a Language Teaching Tool in the CLIL Classroom.” Language Learning Journal 45 (4): 485–498.
   Web of Science ®Google Scholar
• García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley/Blackwell.
   Google Scholar
• García, O., and W. Li. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.
   Google Scholar
• Guba, E., and Y. Lincoln. 1989. Fourth Generation Evaluation. Newbury Park, CA: Sage.
   Google Scholar
• Gullberg, M. 2006. “Some Reasons for Studying Gesture and Second Language Acquisition (Hommage à Adam Kendon).” International Review of Applied Linguistics in Language Teaching 44: 103–124.
   Google Scholar
• Hampton, E., and R. Rodriguez. 2001. “Inquiry Science in Bilingual Classrooms.” Bilingual Research Journal 25 (4): 461–478.
   Google Scholar
• Ingerpuu-Rümmel, E. 2018. “Translation as Meaning Constructor for New Words in the Multimodal Communication of Foreign Language Classrooms.” Eesti Rakenduslingvistika Uhingu Aastaraamat = Estonian Papers in Applied Linguistics 14: 59.
   Google Scholar
• Jakobson, B., and M. Axelsson. 2017. “Building a Web in Science Instruction: Using Multiple Resources in a Swedish Multilingual Middle School Class.” Language and Education 31 (6): 479–494.
   Web of Science ®Google Scholar
• Kalantzis, M., B. Cope, E. Chan, and L. Dalley-Trim. 2016. Literacies (2nd ed.). Cambridge: Cambridge University Press.
   Google Scholar
• Karlsson, A., P. N. Larsson, and A. Jakobsson. 2018. “Multilingual Students’ use of Translanguaging in Science Classrooms.” International Journal of Science Education 41 (15): 2049–2069. doi:10.1080/09500693.2018.1477261.
   Web of Science ®Google Scholar
• Kelly, G., and C. Chen. 1999. “The Sound of Music: Constructing Science as Sociocultural Practices Through Oral and Written Discourse.” Journal of Research in Science Teaching 36 (8): 883–915.
   Web of Science ®Google Scholar
• Kendon, A. 1980. “Gesticulation and Speech: Two Aspects of the Process Utterance.” In The Relationship Between Verbal and Nonverbal Communication, edited by M. R. Key, 207–227. The Hague: Mouton.
   Google Scholar
• Krauss, R. M., Y. Chen, and R. F. Gottesman. 2000. “Lexical Gestures and Lexical Access: A Process Model.” In Language and Gesture, edited by D. McNeill, 261–283. Cambridge: Cambridge University Press.
   Google Scholar
• Kress, G. 2000. “Multimodality.” In Multiliteracies: Literacy Learning and the Design of Social Futures, edited by B. Cope and M. Kalantzis, 182–202. Oxon: Routledge.
   Google Scholar
• Kress, G. 2010. Multimodality: A Social Semiotic Approach to Contemporary Communication. Oxon: Routledge.
   Google Scholar
• Lee, H., R. Hampel, and A. Kukulska-Hulme. 2019. “Gesture in Speaking Tasks Beyond the Classroom: An Exploration of the Multimodal Negotiation of Meaning via Skype Videoconferencing on Mobile Devices.” System 81: 26–38.
   Web of Science ®Google Scholar
• Lemke, J. L. 1990. Talking Science: Language, Learning, and Values. New York: Ablex Publishing.
   Google Scholar
• Lemke, J. L. 1998. “Multiplying Meaning: Visual and Verbal Semiotics in Scientific Text.” In Reading Science, edited by J. R. Martin and R. Veel, 87–113. London: Routledge.
   Google Scholar
• Lemke, J. L. 2000. “Multimedia Literacy Demands of the Scientific Curriculum.” Linguistics and Education 10 (3): 247–271.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Lin, A. M. Y., and P. He. 2017. “Translanguaging as Dynamic Activity Flows in CLIL Classrooms.” Journal of Language, Identity, and Education 16 (4): 228–244. doi:10.1080/15348458.2017.1328283.
   Web of Science ®Google Scholar
• Lin, A. M. Y., and E. Y. F. Man. 2009. Bilingual Education: Southeast Asian Perspective. Hong Kong: Hong Kong University Press.
   Google Scholar
• Lo, Y. Y. 2015. “How Much L1 is too Much? – Teachers’ Language use in Response to Students’ Abilities and Classroom Interaction in CLIL.” International Journal of Bilingual Education and Bilingualism 18: 270–288.
   Web of Science ®Google Scholar
• Lo, Y. Y., and A. M. Y. Lin. 2015. “Special Issue: Designing Multilingual and Multimodal CLIL Frameworks for EFL Students.” International Journal of Bilingual Education and Bilingualism 18 (3): 261–269.
   Web of Science ®Google Scholar
• Lo, Y. Y., and E. Macaro. 2012. “The Medium of Instruction and Classroom Interaction: Evidence from Hong Kong Secondary Schools.” International Journal of Bilingual Education and Bilingualism 15: 29–52.
   Web of Science ®Google Scholar
• Lo, Y. Y., and E. Macaro. 2015. “Getting Used to Content and Language Integrated Learning: What Can Classroom Interaction Reveal?” Language Learning Journal 43 (3): 239–255.
   Web of Science ®Google Scholar
• McCafferty, S., and A. Rosborough. 2014. “Gesture as a Private Form of Communication During Lessons in an ESL-Designated Elementary Classroom: A Sociocultural Perspective.” TESOL Journal 5 (2): 225–246.
   Google Scholar
• McNeill, D. 1992. Hand and Mind: What Gestures Reveal About Thought. Chicago: University of Chicago Press.
   Google Scholar
• McNeill, D. 2005. Gesture and Thought. Chicago: University of Chicago Press.
   Google Scholar
• National Research Council (NRC). 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press.
   Google Scholar
• Newberry, M., and J. Gilbert. 2016. Thinking Frames Approach. AstraZeneca Science Teaching Trust. https://www.pstt-cpd.org.uk/ext/cpd/the-thinking-frames-approach/index.html.
   Google Scholar
• New London Group. 1996. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66 (1): 60–93.
   Web of Science ®Google Scholar
• Nikula, T., and P. Moore. 2019. “Exploring Translanguaging in CLIL.” International Journal of Bilingual Education and Bilingualism 22 (2): 237–249. doi:10.1080/13670050.2016.1254151.
   Web of Science ®Google Scholar
• Pavón Vázquez, V., and M. Ramos Ordóñez. 2019. “Describing the use of the L1 in CLIL: an Analysis of L1 Communication Strategies in Classroom Interaction.” International Journal of Bilingual Education and Bilingualism 22 (1): 35–48.
   Web of Science ®Google Scholar
• Peng, J., L. Zhang, and Y. Chen. 2017. “The Mediation of Multimodal Affordances on Willingness to Communicate in the English as a Foreign Language Classroom.” TESOL Quarterly 51 (2): 302–331.
   Web of Science ®Google Scholar
• Perez-Milans, M. 2017. “Bilingual Education in Hong Kong.” In Encyclopedia of Language and Education: Bilingual Education, edited by S. May, O. García, and A. Lin, 207–218. New York: Springer.
   Google Scholar
• Radford, L., and C. Sabena. 2015. “The Question of Method in a Vygotskian Semiotic Approach.” In Approaches to Qualitative Research in Mathematics Education, edited by A. Bikner-Ahsbahs, C. Knipping, and N. C. Presmeg. New York: Springer.
   Google Scholar
• Roth, W. M. 2001. “Gestures: Their Role in Learning and Teaching.” Review of Educational Research 71 (3): 365–392.
   Web of Science ®Google Scholar
• San Isidro, X., and D. Lasagabaster. 2019. “Code-Switching in a CLIL Multilingual Setting: A Longitudinal Qualitative Study.” International Journal of Multilingualism 16 (3): 336–356.
   Web of Science ®Google Scholar
• Tang, K. S., C. Delgado, and E. B. Moje. 2014. “An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education.” Science Education 98 (2): 305–326. doi:10.1002/sce.21099.
   Web of Science ®Google Scholar
• Unsal, Z., B. Jakobson, O. Wickman, and B. Molander. 2018. “Gesticulating Science: Emergent Bilingual Students’ Use of Gestures.” Journal of Research in Science Teaching 55 (1): 121–144.
   Web of Science ®Google Scholar
• Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
   Google Scholar
• Wei, L. 2011. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 43: 1222–1235.
   Web of Science ®Google Scholar
• Whittier, E., and M. Robinson. 2007. “Teaching Evolution to Non-English Proficient Students by Using Lego Robotics.” American Secondary Education 35 (3): 19–28.
   Google Scholar
• Williams, C. 1994. Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education] [Unpublished doctoral thesis]. University of Wales
   Google Scholar
• Williams, M. N., K.-S. Tang, and M. Won. 2019. “ELL’s Science Meaning Making in Multimodal Inquiry: a Case-Study in a Hong Kong Bilingual School.” Asia-Pacific Science Education 5: 3. doi:10.1186/s41029-019-0031-1.
   Google Scholar
• Wright, S. 2011. “Meaning, Mediation and Mythology.” In Exploring Children's Creative Narratives, edited by D. Faulkner and E. Coates, 157–176. Oxon: Routledge.
   Google Scholar
• Yamato, Y. 2003. Education in the Market Place: Hong Kong’s International Schools and Their Mode of Operation. Comparative Education Research Centre. Hong Kong: University of Hong Kong.
   Google Scholar
• Yen-Liang, L. 2017. “Co-occurrence of Speech and Gestures: A Multimodal Corpus Linguistic Approach to Intercultural Interaction.” Journal of Pragmatics 117: 155.
   Web of Science ®Google Scholar
• Zhang, Y. 2016. “Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom.” Journal of Research in Science Teaching 55 (1): 7–30.
   Google Scholar
• Zwiep, S. G., W. J. Straits, K. R. Stone, D. D. Beltran, and L. Furtado. 2011. “The Integration of English Language Development and Science Instruction in Elementary Classrooms.” Journal of Science Teacher Education 22 (8): 769–785.
   Google Scholar