Pedagogical translanguaging in Content and Language Integrated Learning.
Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practice which alternates the languages of the input and the output in the same lesson. Pedagogical translanguaging is closely related to the original approach to translanguaging but goes beyond the practice o...
| Published in: | Journal of Multilingual Theories & Practices Vol. 3; no. 1; pp. 7 - 27 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Published: |
University of Toronto Press
2022
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=157096707&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 157096707 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 26324490 MMLV jtl: Journal of Multilingual Theories & Practices issn: 26324490 maglogo: N pubinfo: dt: 2022 vid: 3 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 157096707 10.1558/jmtp.21812 ppf: 7 ppct: 20 formats: fmt: @attributes: type: P size: 1.4MB tig: atl: Pedagogical translanguaging in Content and Language Integrated Learning. aug: au: Cenoz, Jasone Gorter, Durk affil: University of the Basque Country, Spain University of the Basque Country/Ikerbasque, Spain su: Academic language Asynchronous learning Bilingual education Online education Language schools Internet forums Second language acquisition Language acquisition Content & language integrated learning sug: subj: Academic language Asynchronous learning Bilingual education Online education Language schools Internet forums Second language acquisition Language acquisition Content & language integrated learning keyword: ACADEMIC LANGUAGE CLIL MULTILINGUAL REPERTOIRE MULTILINGUALISM PEDAGOGICAL TRANSLANGUAGING ab: Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practice which alternates the languages of the input and the output in the same lesson. Pedagogical translanguaging is closely related to the original approach to translanguaging but goes beyond the practice of language alternation. Pedagogical translanguaging is learner-centred and endorses the development of all the languages used by learners. It fosters the development of metalinguistic awareness and goes against the tradition of language separation in school settings by softening boundaries between languages when learning languages and content. This article discusses the challenge of using pedagogical translanguaging in Content and Language Integrated Learning (CLIL). CLIL programmes are more demanding than regular programmes because content is taught through the medium of a second or additional language. The language used in content subjects is in many cases substantially different and more complex than the language used in language classes. Pedagogical translanguaging can support students in CLIL programmes when working with new concepts and academic uses of the language, and can be adapted to synchronous and asynchronous online learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Multilingual Theories & Practices is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Multilingual Theories & Practices holder: University of Toronto Press dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
|---|