Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong
Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong
复制标题
香港五年级学生在内容和语言综合科学课上进行跨语言翻译时使用的手势和模型
DOI：
10.1080/13670050.2020.1754752
复制
发表时间：
2020
影响因子：
2.8
通讯作者：
Melanie Williams
中科院分区：
文献类型：
--
作者：
Melanie Williams
摘要
科学中的跨语言包括使用符号学剧目，包括非语言意义模式（例如手势，触觉），直到最近才在内容语言综合学习（CLIL）的研究中被忽视。目前，有呼吁CLIL设置的课堂研究，检查在自发的跨语言的新兴双语者的符号过程。作为回应，本研究旨在通过调查五年级新生双语者在基于内容的科学课程中进行跨语言学习时，如何从他们的符号学剧目中汲取信息，从而扩大双语研究。多模态transmittance从视频记录的教训允许跨案例分析的新兴双语者的转变，从口头到手势或触觉模式在生物和物理单元。研究结果表明，新兴双语者使用非语言模式，以四种不同的方式来帮助他们的科学话语：替代，支持，示范和模仿。例如，手势和触觉的含义取代了演示过程中未知的日常词汇和科学语言。一个细粒度的符号单位的分析表明，触觉动作，手势，哑剧和模仿每一个发挥的作用时，涉及在一个基于内容的科学类translanguaging的符号过程。它们允许思想的表达，语言的中介和话语的独立流动。
ABSTRACT
Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in the spontaneous translanguaging of emergent bilinguals. In response, this study aims to expand bilingualism research by investigating the ways in which fifth-grade emergent bilinguals’ draw from their semiotic repertoires when translanguaging in content-based science lessons. Multimodal transcriptions made from video recordings of the lessons allow a cross-case analysis of the emergent bilinguals’ shifts from oral to gestural or tactile modes during a biology and physics unit. Findings illustrate that emergent bilinguals use non-linguistic modes to aid their science discourse in four distinct ways: replacement, support, demonstration and imitation. For instance, gestural and tactile meanings replace unknown everyday words and science language during demonstrations. A fine-grained analysis of the semiotic units shows that tactile moves, gesticulations, pantomime and imitation each play a role in the semiotic processes involved when translanguaging in a content-based science class. They allow the expression of ideas, the mediation of language and the unaided flow of discourse.