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 language | English |
|---|---|
| Pages (from-to) | 5-16 |
| Journal | International Journal of Bilingual Education and Bilingualism |
| Volume | 22 |
| Issue number | 1 |
| Early online date | Sept 2018 |
| DOIs | |
| Publication status | Published - 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/10.1080/13670050.2018.1515175Keywords
- Translanguaging
- Trans-semiotizing
- Content-based instruction
- Content and language integrated learning
- English medium instruction
- Dialogic pedagogy