- Browse
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Translanguaging, Trans-Semiotizing, and Social Semiotic Rehabituation in Plurilingual and Pluricultural Education
Sun, April 11, 9:30 to 10:30am EDT (9:30 to 10:30am EDT), SIG Sessions, SIG-Semiotics in Education: Signs, Meanings and Multimodality Poster SessionsSession Type: Poster Session
Abstract
With innovative plurilingual, trans-semiotic meaning making as the focus in addressing issues of access and equity in academic content and language integrated learning, these papers illustrate both the pedagogical and policy implications of the dynamic social semiotic approach to designing educational spaces and approaches in plurilingual and pluricultural contexts. Renowned social semiotics scholar Paul Thibault serves as the Discussant.
Sub Unit
Cosponsor
Chairs
Papers
Learning to Translanguage: Semiotics Differentials in Academic Literacies in a Pre-University Program for International Students - Bong-gi Sohn, Simon Fraser University
Promoting Pedagogical Translanguaging Practices Through a Digital App on Bilingual Math Literacies Learning - Esther Ka-man Tong, CPCE, The Hong Kong Polytechnic University
Thematic-Pattern-Based Meaning-Making Through Translanguaging, Trans-Semiotizing, and Trans-Registering in a Multilingual Science Classroom - Peichang He, The University of Hong Kong
Translanguaging and Trans-Semiotizing for Designing Scaffolding in Content and Language Integrated Learning - Yiqi Liu, The Education University of Hong Kong
Use of Semiotics, Multimodality, and Translanguaging to Provide Language Support to Content and Language Integrated Learning Content Teachers in the EFL Context - Wenli Tsou, National Cheng Kung University; Fay Chen, National Cheng Kung University; Shin-Mei Skao, National Cheng Kung University
Dialoguing Teacher Identities Through Duoethnography - Arlene Spracklin, Simon Fraser University