Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers' perceptions and practices

• Published in: Language, culture, and curriculum Vol. 36; no. 1; pp. 100 - 121
• Main Author: Kao, Yu-Ting
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.01.2023; Taylor & Francis Ltd
• Subjects: Classroom Communication; classroom interaction; Code Switching (Language); Content and Language Integrated Learning; Elementary School Teachers; English as a second language; English teachers; Foreign Countries; Gestures; Language Usage; Learning; Learning environment; Mandarin Chinese; Middle School Teachers; Middle schools; Native Language; Nonverbal Communication; Second Language Instruction; Second Language Learning; Second language teachers; Secondary schools; Semiotics; Teacher Attitudes; teacher perception and practice; Teacher Student Relationship; Teacher Workshops; Teaching Methods; trans-semiotizing; Translanguaging; Taiwan
• ISSN: 0790-8318; 1747-7573
• DOI: 10.1080/07908318.2022.2033762

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 learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion.