Bridging the Gap: Investigating the Effectiveness of Content and Language Integrated Learning (CLIL) with Translanguaging and Trans-semiotizing Pedagogy in Nursing Education

The proposed study will investigate the impact of CLIL on university students’ content and language development in EMI nursing education. The CLIL pedagogy in the study will draw upon recent theoretical development of translanguaging and trans-semiotizing which have been evidenced to promote content and academic learning and personal development in CLIL when culturally and politically defined communication system boundaries are allowed to be transcended. Results of the study will inform bilingual university education, nursing education and theory and practice of translanguaging and trans-semiotizing.

Funding Source: RGC - General Research Fund (GRF)