ERIC Number: EJ1130972
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0782
EISSN: N/A
Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms
Lin, Angel M. Y.; Lo, Yuen Yi
Language and Education, v31 n1 p26-45 2017
There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this paper, we draw on concepts from this literature to analyse science lessons in an L2 (second/foreign language) context and discuss how these concepts can be further built on and extended to understand the role of "languaging" and "translanguaging" in knowledge (co-)construction and academic language learning in CLIL (Content and Language Integrated Learning) classrooms, where students are learning content in their L2.
Descriptors: Code Switching (Language), Second Language Learning, Native Language, Teaching Methods, Course Content, Language of Instruction, Academic Discourse, Science Instruction, Semiotics, Social Theories, Sociocultural Patterns, Secondary School Students, Foreign Countries, Comparative Analysis, Observation, Secondary School Teachers, English (Second Language), Discourse Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A