Spontaneous Teacher Collaboration in CLIL (Content and Language Integrated Learning) With Learner Diversity: A Dynamic Translanguaging and Trans-Semiotizing Perspective

• In Event: Navigating Power and Identity: Multimodal Pedagogies and Collaborative Learning in Diverse Educational Contexts

Abstract

While existing research demonstrates the benefits of translanguaging and trans-semiotizing (TL-TS) pedagogy in content and language integrated learning (CLIL) settings, little research has explored teacher collaboration in early primary CLIL classrooms or CLIL classes with students of special educational needs. Drawing on the recent dynamic, distributed view of TL and flows, the study investigated how CLIL co-teachers spontaneously support early primary classrooms with English-as-an-additional-language (EAL) students of special educational needs. Five videotaped lessons were analysed to identify patterns of teacher collaboration via TL-TS. It is found that co-teachers’ orchestration of semiotic resources serve to: (1) engage students’ co-construction of thematic patterns; and (2) enable knowledge brokering and foreground students’ achievement in discipline- specific activities.

Authors

• Yiqi Liu, The Education University of Hong Kong

• Angel Mei Yi Lin, The Education University of Hong Kong