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Article published In:
[AILA Review 34:2] 2021
► pp. 240–261

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(Re)conceptualizing “Language” in CLIL

Multimodality, translanguaging and trans-semiotizing in CLIL

 | The University of Hong Kong
 | Simon Fraser University
Published online: 31 January 2022
DOI logo with link
https://doi.org/10.1075/aila.21002.liu
Abstract
CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. Google Scholar logo with link to Google Scholar) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.
Article outline
  • 1.Introduction
  • 2.The multimodal communication landscape in education
  • 3.Revisiting “language” in CLIL
  • 4.Mode and multimodality
  • 5.Studies of multimodality and their implications for CLIL
  • 6.Languaging, translanguaging, and trans-semiotizing
  • 7.Conclusion: (Re)conceptualizing “language” in CLIL
  • References
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