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ERIC Number: EJ1341347
Record Type: Journal
Publication Date: 2021-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1461-0213
EISSN: N/A
(Re)conceptualizing "Language" in CLIL: Multimodality, Translanguaging and Transsemiotizing in CLIL
Liu, Jiajia Eve; Lin, M. Y.
AILA Review, v34 n2 p240-261 Dec 2021
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A