Thematic-Pattern-Based Meaning-Making Through Translanguaging, Trans-Semiotizing, and Trans-Registering in a Multilingual Science Classroom

• In Event: Translanguaging, Trans-Semiotizing, and Social Semiotic Rehabituation in Plurilingual and Pluricultural Education

Abstract

This study explores meaning making in a multilingual science classroom from the sociocultural
and social-semiotic perspectives (Kress et al., 2001; van Leeuwen, 2005). A case study was
conducted in the science classroom through observations, interviews and documents (Merriam,
1998). Research findings showed that spontaneous translanguaging, trans-semiotizing and
trans-registering (García & Li, 2014; Lin, Wu, Lemke,2019) offered useful spontaneous
scaffolding to the lessons, which complemented the designed scaffolding (Gibbons, 2009; Lin,
2016) of “Concept + Language Mapping” (CLM) teaching materials and activities (He & Lin,
2019) to facilitate meaning making in the science lessons. The study sheds light on multilingual
education and teacher professional development in content and language integrated learning
(CLIL) contexts.

Author

• Peichang He, The University of Hong Kong