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…

This article describes the design and implementation of a project from a translanguaging pedagogical stance. The research presented seeks to understand how translanguaging as a multimodal practice shapes the experiences of students in a traditional English Language Arts 8th-grade classroom and how students leveraged their multimodal semiotic…

This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month…

Language ideologies profoundly shape and constrain the use of language as a resource for learning in 'multilingual' or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an…

Prevalent approaches to classroom languaging and bilingual education interpret the practices of multilingual groups of people through a monolingual lens that obscures the fluid languaging and semiotic practices of contemporary communities who engage in dynamic semiotic and linguistic practices, rather than 'add' one language to another in the form…

In a bilingual school, the linguistic and semiotic resources of students who speak one, two or several languages can be used in classroom discourse in order to embrace and strengthen the multiplicity of voices and languages in teaching and learning. In this article, four English language lessons -- where the medium of instruction mainly oscillates…