The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms
Abstract
Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the focus to analyse language as entangled with many other semiotics (e.g. visuals, gestures, bodily movement) in meaning making. In this paper recent developments in trans/languaging and trans-semiotizing theories are discussed in conjunction with fine-grained classroom analyses to illustrate the key role played by trans/languaging and trans-semiotizing practices in the dialogic construal of content meaning in content-based education.
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Cites
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Cited by
Bonacina-Pugh, F., da Costa Cabral, I., & Huang, J. (2021) · Language Teaching · doi:10.1017/s0261444821000173 · Cited by 107
Metadata
- Authors
- Lin, A. M. Y.
- Venue
- International Journal of Bilingual Education and Bilingualism
- Publisher
- Informa UK Limited
- Published
- 2018-09-05
- Volume
- 22
- Issue
- 1
- Pages
- 5-16
- ISSN
- 1367-0050 (ISSN-L)
- 1747-7522
- OpenAlex
- W2890066417
- Cited by
- 316
- References
- 45
- FWCI
- 66.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Funders
- Quality Education Fund, Hong Kong Education Bureau (2012/0483)
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- Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1515175
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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