Trans/languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms

Abstract

There has been a rich literature on the role of language in learning (Halliday 1978, 1993; Rose and Martin 2012; Wells 1999) and on their role in knowledge (co-) construction in the science classroom (Lemke 1990; Mortimer and Scott 2003). This literature, rooted in social semiotics theories (Halliday 1978, 1993) and sociocultural theories (Vygotsky 1934/1987), discussed research conducted largely in contexts where students are learning content in their first language (L1). In this paper we draw on concepts from this literature to analyse science lessons in an L2 (second/foreign language) context and discuss how these concepts can be further built on and extended to understand the role of languaging (Swain and Lapkin, 2013) and translanguaging (García and Li Wei 2014; García and Lin 2016) in knowledge (co-)construction and academic language learning in CLIL (Content and Language Integrated Learning) classrooms, where students are learning content in their L2.