Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms

Mei Yi Angel LIN, Yuen Yi LO

Research output: Contribution to journalArticlespeer-review

83 Citations (Scopus)

Abstract

There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this paper, we draw on concepts from this literature to analyse science lessons in an L2 (second/foreign language) context and discuss how these concepts can be further built on and extended to understand the role of languaging and translanguaging in knowledge (co-)construction and academic language learning in CLIL (Content and Language Integrated Learning) classrooms, where students are learning content in their L2. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)26-45
JournalLanguage and Education
Volume31
Issue number1
Early online dateSept 2016
DOIs
Publication statusPublished - 2017

Citation

Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education, 31(1), 26-45. https://doi.org/10.1080/09500782.2016.1230125

Keywords

  • Dialogic pedagogy
  • Thematic patterns
  • Science teaching
  • Content and language integrated learning
  • The triadic dialogue

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