(Re)conceptualizing "Language" in CLIL: Multimodality, Translanguaging and Transsemiotizing in CLIL

Autor/inn/en	Liu, Jiajia Eve; Lin, M. Y.
Titel	(Re)conceptualizing "Language" in CLIL: Multimodality, Translanguaging and Transsemiotizing in CLIL
Quelle	In: AILA Review, 34 (2021) 2, S.240-261 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Content and Language Integrated Learning; Multiple Literacies; Semiotics; Teaching Methods; Language Role; Classroom Techniques; Second Language Learning; Language of Instruction; Code Switching (Language); Language Usage; Grammar; Lesson Plans; English (Second Language); Foreign Countries; Grade 10; Biology; Science Instruction; Secondary School Students; Sino Tibetan Languages; Native Language; Hong Kong + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Sprachgebrauch; Grammatik; Lesson planning; Unterrichtsplanung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Hongkong
Abstract	CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of "language" in CLIL. It argues that, to prepare students for the multimodal communication landscape in today's societies and to truly value their linguistic and semiotic diversity in learning, the "language" dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on "mere language" practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today's CLIL classrooms. It proposes the notions of translanguaging and transsemiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/ knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01