Pedagogical implications of translingual practices for content and language integrated learning
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Di Xie
Abstract
This case study explores the pedagogical implications of translingual practices for Content and Language Integrated Learning (CLIL). The case study examines how a multilingual undergraduate student at a Sino-U.S. joint-venture university in China employs translingual practices to understand, deepen, and broaden her understanding of research content and improve her academic writing with different language resources. Specifically, this study investigated how translingual practices were used and perceived to improve content development and language learning in a CLIL context and discussed how translingual practices could be implemented for CLIL. The results show that translingual practices facilitated content learning by allowing the student to use her full linguistic repertoire and helped her scaffold the understanding of new concepts and vocabulary. In addition, translingual practices enhanced the student’s language learning by exposing her to different linguistic structures, conventions, and vocabulary, and promoting a more inclusive and equitable learning environment. These findings suggest that incorporating translingual practices into educational settings, particularly in CLIL contexts, can lead to more effective and equitable learning outcomes for multilingual students.
Funding source: Office of the Vice Chancellor for Academic Affairs, Duke Kunshan University
Award Identifier / Grant number: 23UL017006
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactional features in second language classroom discourse: variations across novice and experienced language teachers
- English-medium instruction and impact on academic performance: a randomized control study
- ESL classroom interactions in a translanguaging space
- Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
- Translingual practice as a representation of heritage languages and regional identities in multilingual society
- Pedagogical implications of translingual practices for content and language integrated learning
- Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
- Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
- Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
- Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
- “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
- Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
- When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
- “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
- How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
- The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
- Narratives of the self in bilingual speakers: the neurophenomenal space
- Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
- Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
- Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
- Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
- Languages ontologies in higher education: the world-making practices of language teachers
- English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
- Artificial intelligence and posthumanist translation: ChatGPT versus the translator
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactional features in second language classroom discourse: variations across novice and experienced language teachers
- English-medium instruction and impact on academic performance: a randomized control study
- ESL classroom interactions in a translanguaging space
- Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
- Translingual practice as a representation of heritage languages and regional identities in multilingual society
- Pedagogical implications of translingual practices for content and language integrated learning
- Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
- Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
- Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
- Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
- “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
- Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
- When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
- “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
- How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
- The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
- Narratives of the self in bilingual speakers: the neurophenomenal space
- Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
- Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
- Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
- Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
- Languages ontologies in higher education: the world-making practices of language teachers
- English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
- Artificial intelligence and posthumanist translation: ChatGPT versus the translator
