Use of Semiotics, Multimodality, and Translanguaging to Provide Language Support to Content and Language Integrated Learning Content Teachers in the EFL Context

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

Abstract

This position paper discusses how social semiotics provide instructional and language support to CLIL content teachers in the EFL context, who often negotiate content delivery with limited English. While the role of social semiotics in making L2 materials more accessible to learners has been widely discussed, in this study we show that benefits could extend to content teachers. Informed by social semiotics, multimodality, trans-semiotizing, and translanguaging, we propose that the design approach is a critical skill to be developed by CLIL teachers. To substantiate the claim, we will present data from a CLIL math lesson in Taiwan’s first-grade classroom and show how a local content teacher leverage different modes of representation and communication to deliver content and facilitate learning.

Authors

• Wenli Tsou, National Cheng Kung University

• Fay Chen, National Cheng Kung University

• Shin-Mei Skao, National Cheng Kung University