Integrating MEC (Multimodalities-Entextualization Cycle) for Teaching Content and Language in a Chinese Immersion Classroom via Teacher Collaboration

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Preparing for Linguistic Diversity and Integrating Content and Language in Bi-/Multilingual Classrooms (Table 13)

Abstract

The Multimodalities-Entextualization Cycle (MEC) by Lin (2015), is a curriculum model for systematically incorporating translanguaging in lessons. This study examined 1) how a novice teacher used the MEC model to teach Science in a Chinese immersion context and 2) the dynamics of teacher-researcher collaboration. Findings show that the teacher intentionally included MEC stages and translanguaging to build students’ background knowledge, facilitate learning, differentiate instruction, and assess students. This collaborative process significantly enhanced the implementation of MEC and student engagement. The study highlights the need for specific support for novice teachers in applying translanguaging and the MEC model effectively. It argues that teacher-researcher collaboration should be adaptive and responsive to the unique needs of both teachers and students to optimize learning outcomes.

Author

• ChiuYin Cathy Wong, Monmouth University