Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms

Autor/in	Lin, Angel M. Y.
Titel	Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 1, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1515175
Schlagwörter	Code Switching (Language); Semiotics; Teaching Methods; Course Content; Linguistic Theory; Role; Classroom Communication; Second Language Learning; English (Second Language); Language of Instruction; Second Language Instruction; Sociocultural Patterns; Native Language; Language Usage; Academic Discourse + Suchen Sie Ihr Suchwort? Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Linguistische Theorie; Rollen; Klassengespräch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Fremdsprachenunterricht; Soziokulturelle Theorie; Sprachgebrauch; Discourse; Diskurs
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01