2020
DOI: 10.1080/13670050.2020.1754752
|View full text |Cite
|
Sign up to set email alerts
|

Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong

Abstract: Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in the spontaneous translanguaging of emergent bilinguals. In response, this study aims to expand bilingualism research by investigating the ways in which fifth-grade emer… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
1
1

Citation Types

0
12
0

Year Published

2020
2020
2024
2024

Publication Types

Select...
4
2

Relationship

0
6

Authors

Journals

citations
Cited by 26 publications
(12 citation statements)
references
References 53 publications
0
12
0
Order By: Relevance
“…Our analysis describes instances of translanguaging during modeling activities (including students engaging in modeling, as well as students reflecting on modeling during whole‐class discussions, interviews, or small group discussions). We conceptualized translanguaging broadly, including instances of students moving between modes (e.g., Williams, 2020) or named languages (e.g., Jiménez et al, 2015) and instances of students fluidly using multiple languages or modes to create or interpret models (e.g., Poza, 2018). From this perspective, all students (including “monolingual” students) engaged in forms of translanguaging.…”
Section: Methodsmentioning
confidence: 99%
See 3 more Smart Citations
“…Our analysis describes instances of translanguaging during modeling activities (including students engaging in modeling, as well as students reflecting on modeling during whole‐class discussions, interviews, or small group discussions). We conceptualized translanguaging broadly, including instances of students moving between modes (e.g., Williams, 2020) or named languages (e.g., Jiménez et al, 2015) and instances of students fluidly using multiple languages or modes to create or interpret models (e.g., Poza, 2018). From this perspective, all students (including “monolingual” students) engaged in forms of translanguaging.…”
Section: Methodsmentioning
confidence: 99%
“…In STEM classrooms specifically, research shows that translanguaging can promote language development, high‐order thinking, and conceptual understanding (Domínguez, 2011; Espinosa & Herrera, 2016; Esquinca et al, 2014; Moschkovich, 2015; Oliveira et al, 2019; Poza, 2018; Razfar, 2013), contributing to more equitable learning environments for bilingual students (Hudicourt‐Barnes, 2003; Karlsson et al, 2019; Lin & Wu, 2015; Probyn, 2015; Williams, 2020). Recently, a number of studies have focused on connecting translanguaging practices and the scientific practice of argumentation (Infante & Licona, 2018; Reigh & Miller, 2020; Wu et al, 2019).…”
Section: Theoretical Frameworkmentioning
confidence: 99%
See 2 more Smart Citations
“…Language is a psychological tool to deliver a message and an indication of intention (Williams, 2020). As stated in the paragraph above, this research uses Fairclough's methodological framework under the banner of critical discourse analysis (Mair & Fairclough, 1997).…”
Section: Methods Of Interpretation Of Ganjar's Speech: a Critical Discmentioning
confidence: 99%