Papers by Emily, P.C. HE
Journal of Immersion and Content-Based Language Education, 2019
Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Languag... more Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.
Bookmarks Related papers MentionsView impact
Journal of Immersion and Content-Based Language Education
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign la... more Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.
Bookmarks Related papers MentionsView impact
Journal of Immersion and Content-Based Language Education
Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Languag... more Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.
Bookmarks Related papers MentionsView impact
Translanguaging in Higher Education
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Journal of Language, Identity & Education
In this article, the role of translanguaging in facilitating content and language integrated lear... more In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications f...
Bookmarks Related papers MentionsView impact
Journal of Immersion and Content-Based Language Education
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign la... more Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.
Bookmarks Related papers MentionsView impact
Journal of Immersion and Content-Based Language Education
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign la... more Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.
Bookmarks Related papers MentionsView impact
In this article, the role of translanguaging in facilitating content and language integrated lear... more In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed.
Bookmarks Related papers MentionsView impact
Little research has been conducted on the analysis of PowerPoint design from multimodal and trans... more Little research has been conducted on the analysis of PowerPoint design from multimodal and translanguaging perspectives. This chapter describes a presentation by Professor Liu, a visiting mathematics education professor at a university in Hong Kong. We focus on the translanguaging and trans-semiotizing (Halliday, 2013; Lin, 2015) strategies applied during his presentation at a mathematics education seminar. The PowerPoint slides and the audio recording transcript of the presentation were analyzed, drawing on the conceptualization of translanguaging (García 2009), multimodal mathematics discourse (O'Halloran, 2005), and visual grammar (Kress & van Leeuwen, 2006). A framework of intercultural, bi/multilingual, multimodal mathematics-presentation discourse has been built to discuss the meaning-making process between Professor Liu and the audience by 2 translanguaging and trans-semiotizing via (partially) shared communicative repertoires. The analysis shows that translanguaging and trans-semiotizing strategies interplay to facilitate intercultural communication in the intellectual inquiry of multimodal mathematics discourse at the tertiary level.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Articles and Book chapters by Emily, P.C. HE
Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom, 2022
This study analyzes translanguaging and trans-semiotizing as meaning-making practices in a scienc... more This study analyzes translanguaging and trans-semiotizing as meaning-making practices in a science class with student diversity in linguistic and cultural backgrounds as well as cognitive abilities. Observations of the science lessons demonstrated that spontaneous translanguaging and trans-semiotizing in the lessons provided useful interactional scaffolding, which complemented well the "Concept + Language Mapping" (CLM) teaching materials that provided designed scaffolding to facilitate meaning-making in the science lessons through seamless bridging between multiple communicative resources. Although helping students to engage in the science literacy activities by shifting between everyday Cantonese, academic Cantonese, everyday Putonghua, academic Putonghua, as well as written academic Chinese, the teacher was also engaged in shifting seamlessly between everyday and academic science registers, a process called "trans-registering". During this process, the complex science texts were unpacked and repacked to help students to both grasp the key conceptual meanings of the science topics and comprehend and produce science texts to express these meanings. To cite: Peichang (Emily) He, & Lin, A. M. Y. (2022). Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom. In Anders Jakobsson, Pia Nygard Larsson, & Annika Karlsson (Eds.), Translanguaging in science education (pp. 143-172). Switzerland: Springer.
Bookmarks Related papers MentionsView impact
Uploads
Papers by Emily, P.C. HE
Articles and Book chapters by Emily, P.C. HE