Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms

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176 Citations (Scopus)

Abstract

Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the focus to analyse language as entangled with many other semiotics (e.g. visuals, gestures, bodily movement) in meaning making. In this paper recent developments in trans/languaging and trans-semiotizing theories are discussed in conjunction with fine-grained classroom analyses to illustrate the key role played by trans/languaging and trans-semiotizing practices in the dialogic construal of content meaning in content-based education. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)5-16
JournalInternational Journal of Bilingual Education and Bilingualism
Volume22
Issue number1
Early online dateSept 2018
DOIs
Publication statusPublished - 2019

Citation

Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5-16. https://doi.org/10.1080/13670050.2018.1515175

Keywords

  • Translanguaging
  • Trans-semiotizing
  • Content-based instruction
  • Content and language integrated learning
  • English medium instruction
  • Dialogic pedagogy

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