Article published in:
AILA Review
Vol. 34:2 (2021) ► pp. 240261
References
Bezemer, J., & Kress, G.
(2008) Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25 (2), 166–195. CrossrefGoogle Scholar
(2010) Changing text: A social semiotic analysis of textbooks. Designs for Learning, 3 1, 10–29. CrossrefGoogle Scholar
Cenoz, J., Genesee, F., & Gorter, D.
(2014) Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35 (3), 243–262. CrossrefGoogle Scholar
Cope, B., & Kalantzis, M.
(2015) A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan. CrossrefGoogle Scholar
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL: Content and language integrated learning. Cambridge University Press. CrossrefGoogle Scholar
Dalton-Puffer, C.
(2007) Discourse in content-and-language-integrated learning (CLIL) class-rooms. John Benjamins. CrossrefGoogle Scholar
(2013) A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1 (2), 216–253. CrossrefGoogle Scholar
Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T.
(2014) “You can stand under my Umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee, & Gorter (2013). Applied Linguistics, 35 (2), 213–218. CrossrefGoogle Scholar
Donnelly, D.
(2018) Contemporary multi-modal historical representations and the teaching of disciplinary understandings in history. Journal of International Social Studies, 8 (1), 113–132.Google Scholar
García, O.
(2009) Bilingual education in the 21st century: A global perspective. Wiley Blackwell.Google Scholar
García, O., & Li, W.
(2014) Translanguaging: Language, bilingualism and education. Palgrave Macmillan. CrossrefGoogle Scholar
Guo, L.
(2004) Multimodality in a biology textbook. In K. O’Halloran (Ed.), Multimodal discourse analysis: Systemic functional perspectives (pp. 196–219). Continuum.Google Scholar
Gupta, K. C. L.
(2020) Researcher-teacher collaboration in adopting critical content and language integrated learning (CLIL): Processes, challenges and outcomes. Trabalhos em Linguística Aplicada, 59 (1), 42–77. CrossrefGoogle Scholar
Halliday, M. A. K.
(1978) Language as social semiotic: The social interpretation of language and meaning. Edward Arnold.Google Scholar
(1985) An introduction to functional grammar. Edward Arnold.Google Scholar
(2004) The language of science. In J. J. Webster (Ed.), The collected works of M.A.K. Halliday (Vol. 51). Continuum.Google Scholar
(2013) Languages, and language, in today’s changing world. Research seminar given at The University of Hong Kong, 23 October.
Halliday, M. A. K., & Hasan, R.
(1989) Language, context and text: Aspects of language in a social-semiotic perspective. Oxford University Press.Google Scholar
Harwood, N., & Hadley
(2004) Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23 (4), 355–377. CrossrefGoogle Scholar
He, P., & Lin, A. M. Y.
(2019) Co-developing science literacy and foreign language literacy through “concept + language mapping”. Journal of Immersion and Content-Based Language Education, 7 (2), 261–288. CrossrefGoogle Scholar
Ho, C., Wong, J. K. Y., & Rappa, N. A.
(2019) Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches. Journal of Immersion and Content-Based Language Education, 7 (2), 233–260. CrossrefGoogle Scholar
Jewitt, C.
(2008) Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241–267. CrossrefGoogle Scholar
(Ed.) (2014) The Routledge handbook of multimodal analysis (2nd ed.). Routledge.Google Scholar
Kress, G.
(2010) Multimodality: A social semiotic approach to contemporary communication. Routledge. CrossrefGoogle Scholar
Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., & Reid, E.
(2005) English in urban classrooms: A multimodal perspective on teaching and learning. Routledge. CrossrefGoogle Scholar
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C.
(2001) Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.Google Scholar
(2014) Multimodal teaching and learning: The rhetorics of the science classroom (2nd ed.). New York: Bloomsbury Academic.Google Scholar
Kress, G., & van Leeuwen, T.
(1996) Reading images: The grammar of visual design. Routledge.Google Scholar
Lemke, J. L.
(1990) Talking science: Language, learning, and values. Ablex.Google Scholar
(2003) Mathematics in the middle: Measure, picture, gesture, sign, and word. In M. Anderson (Ed.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 215–234). Legas.Google Scholar
(2004) The literacies of science. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 33–47). International Reading Association. CrossrefGoogle Scholar
(2016) Translanguaging and flows. Unpublished research manuscript.Google Scholar
(2021) Foreword by Jay Lemke. In K. S. Tang (2021) Discourse strategies for science teaching and learning: Research and practice (pp. x–xii). Routledge.Google Scholar
Lim, F. V.
(2020) Designing learning with embodied teaching: Perspectives from multimodality. Routledge. CrossrefGoogle Scholar
(2021) Towards education 4.0: An agenda for teaching multiliteracies in the English language classroom. In F. A. Hamied (Ed.), Literacies, culture, and society towards industrial revolution 4.0: Reviewing policies, expanding research, enriching practices in Asia (pp. 11–30). Nova Science.Google Scholar
forthcoming). The multimodal turn in higher education. In V. Beltrán- Palanques & E. Bernad-Mechó Eds. Current trends in EMI and multimodality in higher education tentative title Routledge
Lim, F. V., & Toh, W.
(2020) How to teach digital reading? Journal of Information Literacy, 14 (2), 24–43. CrossrefGoogle Scholar
Lin, A. M. Y.
(2015a) Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28 (1), 74–89. CrossrefGoogle Scholar
(2015b) Egalitarian bi/multilingualism and trans-semiotizing in a global world. In W. E. Wright, S. Boun, & O. García (Eds.), The handbook of bilingual an multilingual education (pp. 19–37). Wiley Blackwell. CrossrefGoogle Scholar
(2016) Language across the curriculum & CLIL in English as an additional language (EAL) contexts: Theory and practice. Springer. CrossrefGoogle Scholar
(2019) Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22 (1), 5–16. CrossrefGoogle Scholar
Lin, A. M. Y., Wu, Y., & Lemke, J. L.
(2020) ‘It takes a village to research a village’: Conversations between Angel Lin and Jay Lemke on contemporary issues in translanguaging. In S. M. C. Lau & S. Van Viegen Stille (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 47–74). Springer. CrossrefGoogle Scholar
Liu, J. E., Lo, Y. Y., & Lin, A. M.
(2020) Translanguaging pedagogy in teaching English for academic purposes: researcher-teacher collaboration as a professional development model. System, 92 1. CrossrefGoogle Scholar
Liu, J. E., Lo, Y. Y., & Lin, A. M. Y.
forthcoming). Strategic translanguaging and trans- semiotizing in an English for Academic Purposes class: A multimodal analysis. In V. Beltrán-Palanques & E. Bernad-Mechó Eds. Current trends in EMI and multimodality in higher education tentative title Routledge
Liu, Y.
(2020) Translanguaging and trans-semiotizing as planned systematic scaffolding: Examining feeling-meaning in CLIL classrooms. English Teaching & Learning, 44 (2), 149–173. CrossrefGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge University Press.Google Scholar
Lo, Y. Y.
(2020) Professional development of CLIL teachers. Springer. CrossrefGoogle Scholar
Lo, Y. Y., & Lin, A. M.
(2015) Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18 (3), 261–269. CrossrefGoogle Scholar
(2019) Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education, 7 (2), 151–165. CrossrefGoogle Scholar
Martin, J. R. & Rose, D.
(2008) Genre relations: Mapping culture. Equinox.Google Scholar
Ministry of Education
(2018) English Language Syllabus 2020: Primary & Secondary (Express/ Normal [Academic]). Curriculum Planning and Development Division, Ministry of Education, Singapore.Google Scholar
New London Group
(1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1), 60–92. CrossrefGoogle Scholar
O’Halloran, K. L.
(Ed.) (2004) Multimodal discourse analysis: Systemic functional perspectives. Continuum.Google Scholar
(2005) Mathematical discourse: Language, symbolism and visual images. Continuum.Google Scholar
O’Halloran, K. L., & Lim, F. V.
(2014) Systemic functional multimodal discourse analysis. In S. Norris & C. Maier (Eds.), Texts, images and interactions: A reader in multimodality (pp. 135–154). De Gruyter. CrossrefGoogle Scholar
O’Toole, M.
(1994) The language of displayed art. Leicester University Press.Google Scholar
Rose, D., & Martin, J. R.
(2012) Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney School. Equinox.Google Scholar
Roth, W. M., & Tobin, K.
(1997) Cascades of inscriptions and the re-presentation of nature: How numbers, tables, graphs, and money come to re-present a rolling ball. International Journal of Science Education, 19 (9), 1075–1091. CrossrefGoogle Scholar
Schleppegrell, M.
(2004) The language of schooling: A functional linguistics perspective. Routledge. CrossrefGoogle Scholar
Simpson, Z., & Archer, A.
(2019) Semiotic technologies: A case study of discipline-based practices and pedagogy. Social Semiotics, 29 (4), 524–542. CrossrefGoogle Scholar
Tang, K. S.
(2021) Discourse strategies for science teaching and learning: Research and practice. Routledge. CrossrefGoogle Scholar
Tang, K. S., & Danielsson, K.
(Eds.) (2018) Global developments in literacy research for science education. Springer. CrossrefGoogle Scholar
Thibault, P. J.
(2011) First-order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23 (3), 210–245. CrossrefGoogle Scholar
Turner, M., & Lin, A. M.
(2017) Translanguaging and named languages: Productive tension and desire. International Journal of Bilingual Education and Bilingualism, 23 (4), 423–433. CrossrefGoogle Scholar
Unsworth, L.
(2001) Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Open University Press.Google Scholar
(2007) Image/text relations and intersemiosis: Towards multimodal text description for multiliteracies education. In L. Barbara & T. Sardinha (Eds.), Proceedings of the 33rd International Systemic Functional Congress (pp. 1165–1205). PUCSP.Google Scholar
Wu, Y.
(2021) Translanguaging (TL) and trans-semiotizing (TS) in the flow of knowledge co- making in a CLIL biology class: A classroom discourse analytic study (Unpublished doctoral dissertation). The University of Hong Kong.
Wu, Y., & Lin, A. M.
(2019) Translanguaging and trans-semiotizing in a CLIL biology class in Hong Kong: Whole-body sense-making in the flow of knowledge co-making. Classroom Discourse, 10 (3–4), 252–273. CrossrefGoogle Scholar
Zhao, S., Djonov, E., & van Leeuwen, T.
(2014) Semiotic technology and practice: A multimodal social semiotic approach to PowerPoint. Text & Talk, 34 (3), 349–375. CrossrefGoogle Scholar