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Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms.
- Source :
-
International Journal of Bilingual Education & Bilingualism . Jan2019, Vol. 22 Issue 1, p5-16. 12p. - Publication Year :
- 2019
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13670050
- Volume :
- 22
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- International Journal of Bilingual Education & Bilingualism
- Publication Type :
- Academic Journal
- Accession number :
- 133728225
- Full Text :
- https://doi.org/10.1080/13670050.2018.1515175