Content and Language Integrated Learning Research Papers (original) (raw)

While translanguaging research have been gaining currency worldwide, calls have been made for deepening its theorization and providing more systematic pedagogical guidance (e.g. Canagarajah, 2018; García & Li, 2014; Li, 2018; Lin, 2019;... more

While translanguaging research have been gaining currency worldwide, calls have been made for deepening its theorization and providing more systematic pedagogical guidance (e.g. Canagarajah, 2018; García & Li, 2014; Li, 2018; Lin, 2019; Lin, Wu, & Lemke, forthcoming; Turner & Lin, 2017). To contribute to this discussion, this study is informed by a fluid, distributed, dynamic process view of human meaning making (Lemke, 2016; Li, 2018; Thibault, 2011, 2017). Through a fine-grained multimodal analysis of classroom activities and conversations (Green & Bridges, 2018; Heap, 1985; Kress et al., 2001), it elucidates the translanguaging/trans-semiotizing (Lin, 2015a) practices of an experienced science teacher trying out a CLIL (Content and Language Integrated Learning) approach inspired by the Multimodalities-Entextualization Cycle (MEC) (Lin, 2015b, 2019) in a Grade 10 biology class in Hong Kong. Post-lesson interviews and survey indicated that such practices generated positive impact on the students in the continuous flow of knowledge co-making. Implications of the study for furthering the theorization and practices of translanguaging/trans-semiotizing will be discussed.