Translanguaging and trans-semiotizing as planned systematic scaffolding: examining feeling-meaning in CLIL classrooms
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Translanguaging and trans-semiotizing as planned systematic scaffolding: examining feeling-meaning in CLIL classrooms 跨語際、跨符號為有計劃、系統的鷹架支持:探討CLIL課堂 中的情感意義 Yiqi Liu 1 Received: 22 July 2019 / Revised: 23 April 2020 / Accepted: 15 May 2020 # National Taiwan Normal University 2020
Abstract In this article, the processes and patterning of translanguaging and trans-semiotizing in facilitating Content and Language Integrated Learning (CLIL) are examined in Cantonese-English bilingual contexts. Classroom interaction data and students’ written exercises/assignments were collected to analyse the processes of feeling-meaning making among junior secondary students and their teacher in English-medium Integrated Humanities classrooms in Hong Kong. Discourse analysis on classroom data and student exercises/assignments shows that translanguaging and trans-semiotizing naturally emerge in the dynamics of feeling-meaning making and the teacher and students have challenged the dominance of English and contested the previous stabilized cultural patterns of academic and non-academic registers via orchestrating Cantonese and English, formal and social languages, visual elements and physical items in the immediate environment. It is therefore suggested that translanguaging and trans-semiotizing should not only be seen as a spontaneous, naturally occurring process but can also be incorporated in multilingual CLIL classrooms as planned systematic scaffolding. 摘要 本文針對雙語環境中學科與語言整合式教學(CLIL), 嘗試探討以跨語際、跨符號實踐作為課 堂教學鷹架的過程與模式。本文以香港初中英文綜合人文(Integrated Humanities)課堂為 例, 蒐集、分析課堂互動錄影及學生課後習作, 剖析師生共同建構情感意義的過程。分析表 明, 師生為令課堂連貫流暢, 協調粵語、英語以及正式和非正式語言的運用, 調動視覺元素及 課堂環境中的相關物件, 自然地以跨語際、跨符號實踐表情達意。英語的主導地位以及關於 學術及非學術語域的傳統觀念也在無意中被挑戰。因此本文提出除了作為即時的自發現象, 跨語際、跨符號實踐還可作為有計劃及系統的鷹架支持, 運用於帶有多語言背景的CLIL課 堂中。
* Yiqi Liu [email protected] Extended author information available on the last page of the article
English Teaching & Learning
Keywords Translanguaging . Trans-semiotizing . Flows . Feeling . Meaning . CLIL 關鍵詞 跨語際實踐 . 跨符號實踐 . 流變 . 感情 . 意義 . 學科與語言整合式教學
Introduction Bilingual programmes in which students learn via their second language (L2) have become increasingly popular worldwide and Content and Language Integrated Learning (CLIL) is one example of such programmes. In spite of differences in modes of implementation or sociolinguistic settings where CLIL is conducted, research has indicated significant challenges in teaching and learning content subjects in a less familiar language. One major issue pertains to challenges in the curriculum design and classroom implementation. As indicated by previous studies, CLIL classes are sometimes found to be teacher-centred and non-interactive (e.g. [32, 35, 46]) and focus on reproducing ‘model’ answers in English as knowledge items in assessed assignments rather than genuine dialogues and knowledge co-construction among students and teachers (e.g. [34, 46]). Therefore, this research aims to shed light on possible ways to address some of the abovementioned challenges and investigate the processes and patterns of learnin
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