Translanguaging and trans-semiotizing as planned systematic scaffolding: Examining feeling-meaning in CLIL classrooms

Keyphrases

• In Content 100%
• Language Integrated Learning 100%
• Translanguaging 100%
• Trans-semiotizing 100%
• Meaning-making 40%
• Hong Kong 20%
• English Language 20%
• Taiwan 20%
• Copyright 20%
• Classroom Students 20%
• Normal University 20%
• Junior Secondary Students 20%
• Discourse Analysis 20%
• English Medium 20%
• Classroom Interaction 20%
• Classroom Data 20%
• Social Language 20%
• Non-academic 20%
• Visual Elements 20%
• Cantonese-English Bilinguals 20%
• Interaction Data 20%
• Immediate Environment 20%
• Bilingual Context 20%
• Cultural Patterns 20%
• Formal Languages 20%
• Multilingual Content 20%
• Multilingual Language 20%
• Academic Register 20%
• English Dominance 20%

Arts and Humanities

• Classroom 100%
• Scaffolding 100%
• CLIL (content and language integrated learning) 100%
• Feelings 100%
• Translanguaging 100%
• Meaning-Making 40%
• Assignment 40%
• Hong Kong 20%
• Multi-lingual 20%
• Taiwan 20%
• Classroom Interaction 20%
• English medium 20%
• Registre 20%
• Discourse Analysis 20%
• Dynamics 20%
• Visual languages 20%
• Cultural Pattern 20%

Social Sciences

• Emotions 100%
• Language Integrated Learning 100%
• Translanguaging 100%
• Hong Kong 20%
• Discourse Analysis 20%
• Classroom Interaction 20%
• Cultural Behavior 20%