Exploring Translanguaging in Taiwanese CLIL Classes: An Analysis of Teachers' Perceptions and Practices

Autor/in	Kao, Yu-Ting
Titel	Exploring Translanguaging in Taiwanese CLIL Classes: An Analysis of Teachers' Perceptions and Practices
Quelle	In: Language, Culture and Curriculum, 36 (2023) 1, S.100-121 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kao, Yu-Ting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2033762
Schlagwörter	Code Switching (Language); Language Usage; Content and Language Integrated Learning; Second Language Learning; Second Language Instruction; Native Language; Teacher Attitudes; Elementary School Teachers; Nonverbal Communication; Semiotics; Middle School Teachers; Teaching Methods; Foreign Countries; Classroom Communication; Teacher Student Relationship; Teacher Workshops; Mandarin Chinese; Taiwan + Suchen Sie Ihr Suchwort? Sprachgebrauch; CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Non-verbal communication; Nonverbale Kommunikation; Semiotik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion. (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