Translanguaging as Dynamic Activity Flows in CLIL Classrooms
Translanguaging as Dynamic Activity Flows in CLIL Classrooms
复制标题
DOI：
10.1080/15348458.2017.1328283
复制
发表时间：
2017-01-01
影响因子：
1.7
通讯作者：
He, Peichang
中科院分区：
文献类型：
--
作者：
Lin, Angel M. Y.;He, Peichang
在这篇文章中，跨语言转换在促进内容和语言综合学习(CLIL)中的作用，结合多语言环境下整个课程的学术语言概念进行了研究。通过民族志自然主义观察和访谈，分析了南亚裔少数族裔学生和他们的科学教师在香港CLIL课堂上互动的动态流动中的跨语言转换。分析表明，尽管主流的学校和政府政策强制实施单一语言教学语言，但由于教师和学生都在激烈地参与关于课程主题的意义构建，因此跨语言转换自然源于课堂上的动态互动和活动。基于最近对跨语言和流动的理论解释，本文从分布式语言观的角度对跨语言的概念进行了新的理论和实证的解释。讨论了CLIL的教学意义。
In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed.