Looking into multimodal translanguaging in CLIL: a case study in the Basque Country.
In recent years, the inherent benefits of translanguaging have been demonstrated on the basis of the mutual dependence of cognition and flexible language use. In the case of CLIL, several authors have embraced translanguaging because it integrates languages and supports the use of a wide range of in...
| Published in: | Journal of Multilingual & Multicultural Development Vol. 46; no. 5; pp. 1440 - 1459 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Published: |
Taylor & Francis Ltd
Jul2025
|
| 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=186450509&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186450509 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01434632 41M jtl: Journal of Multilingual & Multicultural Development issn: 01434632 maglogo: N pubinfo: dt: Jul2025 vid: 46 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 186450509 10.1080/01434632.2024.2429419 ppf: 1440 ppct: 19 formats: tig: atl: Looking into multimodal translanguaging in CLIL: a case study in the Basque Country. aug: au: Amondarain-Garrido, Maite Ruiz de Zarobe, Yolanda affil: Faculty of Education and Sport, University of Deusto, Donostia-San Sebastián, Spain Faculty of Arts, University of the Basque Country, Vitoria-Gasteiz, Spain su: Content & language integrated learning Multilingualism Teacher education Psycholinguistics Primary education sug: subj: Content & language integrated learning Multilingualism Teacher education Psycholinguistics Primary education keyword: CLIL multilingualism multimodality natural sciences primary Education Translanguaging ab: In recent years, the inherent benefits of translanguaging have been demonstrated on the basis of the mutual dependence of cognition and flexible language use. In the case of CLIL, several authors have embraced translanguaging because it integrates languages and supports the use of a wide range of interactional resources. The CLIL teacher's multilingual competence and the employment of non-linguistic communicative modes in science teaching promote authentic equitable learning experiences. However, the CLIL teachers' multimodal discourse has not yet received much attention in multilingual contexts. The aim of this study is to analyse the discourse of three CLIL teachers in Primary Education following a multimodal mixed method approach with a linguistic annotator [ELAN. 2024. "Nijmegen: Max Planck Institute for Psycholinguistics". V. 6.8 [Computer software]. The Language Archive. ]. The selection of multilingual episodes of interaction and posterior annotation of linguistic and non-verbal modes facilitates a multimodal microanalysis contextualised in a Basque public school (Spain). Our study shows how the use of Spanish and Basque complemented with gestures and other non-linguistic semiotic modes can promote learners' participation. It further highlights the communicative strategies needed to express particular discourse functions, while underlining the relevance of multilingual and multimodal awareness. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
|---|