Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. (2nd January 2017)

• Record Type: Journal Article
• Authors: Lin, Angel M. Y.; Lo, Yuen Yi
• Is Part Of: Language and education. Volume 31:Number 1(2017)
• Page Start: 26
• Page End: 45
• Publication Date: 2017-01-02
• Subjects: Dialogic pedagogy -- thematic patterns -- science teaching -- content and language integrated learning -- the triadic dialogue; Language and education -- Periodicals; Native language -- Study and teaching -- Periodicals; Language and languages -- Study and teaching -- Periodicals; Children -- Language -- Periodicals; 407.105
• DOI: 10.1080/09500782.2016.1230125
• Languages: English
• ISSNs: 0950-0782

Abstract

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.