Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms
Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms
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DOI：
10.1080/13670050.2018.1515175
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发表时间：
2019-01-02
影响因子：
2.8
通讯作者：
Lin, Angel M. Y.
中科院分区：
文献类型：
--
作者：
Lin, Angel M. Y.
跨语言理论强调对语言的流动、动态的看法，与语码转换/混合理论不同，它将分析焦点从交互中使用的语言转移到正在创造意义并构建原始和复杂的话语实践的说话者。跨符号化理论进一步拓宽了分析语言与意义生成过程中许多其他符号学（例如视觉、手势、身体运动）纠缠在一起的焦点。本文结合细粒度的课堂分析讨论了跨/语言和跨符号化理论的最新发展，以说明跨/语言和跨符号化实践在基于内容的教育内容意义的对话解释中所发挥的关键作用。
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.