Fifth Graders' Use of Gesture and Models When Translanguaging during a Content and Language Integrated Science Class in Hong Kong

Autor/in	Williams, Melanie
Titel	Fifth Graders' Use of Gesture and Models When Translanguaging during a Content and Language Integrated Science Class in Hong Kong
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1304-1323 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1754752
Schlagwörter	Foreign Countries; Grade 5; Semiotics; Code Switching (Language); Translation; Bilingualism; Nonverbal Communication; Science Instruction; Biology; Physics; Language Usage; Content and Language Integrated Learning; English (Second Language); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Semiotik; Bilingualismus; Non-verbal communication; Nonverbale Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Physik; Sprachgebrauch; CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Hongkong
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01