Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings

نویسندگان

چکیده

Arising in Europe the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves dual focus on with an additional used as medium of instruction. Although received much attention spread widely around world, there is limited discussion that critically examines relation to its core construct integration between learning. In particular, phrasing ‘content learning’ gestures towards viewing separate entities. With these fundamental issues mind, we discuss ways which translanguaging pedagogies can provide fruitful direction critical multilingual settings. view contributing dynamic learning, argue informed by allow fluidity meaning-making practices re-examine CLIL. This approach responds recent calls for more approaches order challenge ‘English-only’/target-language-only pedagogies, ‘native-(English-)speakerism’, unequal power relations teachers many programs. Implications this classrooms diverse settings are also discussed.

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ژورنال

عنوان ژورنال: RELC Journal

سال: 2022

ISSN: ['0033-6882', '1745-526X']

DOI: https://doi.org/10.1177/00336882221114480