Translanguaging/Trans-Semiotizing in a Content and Language Integrated Learning Science Class in Hong Kong: A Classroom Discourse Analytic Study

• In Event: Social Semiotics, New Materiality, and Multimodal Composing

Abstract

As a critical reaction to the monolingual ideology prevailing worldwide, translanguaging/trans-semiotizing (i.e., complex, fluid communicative practices of multilinguals drawing on multilingual and multimodal resources) have been proposed as important pedagogical strategies for Content-and-Language-Integrated-Learning (CLIL) approach, with more empirical research urgently needed (Lin, 2016, 2019). To contribute to this area, this study adopts a social semiotic and dynamic process view of meaning-making (Bakhtin, 1981; Lemke, 1990, 2016; Li, 2018) to delineate the translanguaging/trans-semiotizing practices of an experienced science teacher in a Grade 10 CLIL class in Hong Kong. Analyses of lesson videotapes and post-lesson survey and interviews with the teacher and the students show positive impact of such practices on learning. Theoretical and pedagogical implications of the study will be discussed.

Author

• Yanming (Amy) Wu, University of Hong Kong