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.
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(2016) Introduction – CLIL implementation: From policy-makers to individual initiatives. In Y. Ruiz de Zarobe (Ed.), Content and language integrated learning: Language policy and pedagogical practice. London: Routledge.
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He, Peichang Emily & Angel M. Y. Lin
2021. Translanguaging, Trans-semiotizing, and Trans-registering in a Culturally and Linguistically Diverse Science Classroom. In Translanguaging in Science Education [Sociocultural Explorations of Science Education, 27], ► pp. 143 ff.
2021. Assessing content knowledge through L2: mediating role of language of testing on students’ performance. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Morton, Tom & Nashwa Nashaat‐Sobhy
2023. Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program. TESOL Quarterly
Pun, Jack & Xina Jin
2022. English medium of instruction in science learning: A path analysis. System 109 ► pp. 102867 ff.
Pun, Jack K.H., Xuehua Fu & Kason Ka Ching Cheung
2023. Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature. Studies in Science Education► pp. 1 ff.
2023. The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks. Science Education 107:3 ► pp. 741 ff.
This list is based on CrossRef data as of 24 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.