Angel M.Y. Lin
List of John Benjamins publications in which Angel M.Y. Lin is involved.
Journals
ISSN 2212-8433 | E‑ISSN 2212‑8441
Language, Culture and Society
General Editor: Alfonso Del Percio and Cécile B. Vigouroux
ISSN 2543-3164 | E‑ISSN 2543‑3156
Titles
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars’ consistent… read more[Benjamins Current Topics, 115] 2021. v, 183 pp.
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
Special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019) v, 178 pp.
2022 Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL 10th Anniversary Celebration, Ó Duibhir, Pádraig and Laurent Cammarata (eds.), pp. 230–264 | Article
As CLIL is developing into an established discipline, it is timely to deepen the theorizing of integration of content and language, particularly in CLIL assessment. To illustrate the challenges, a representative example of a high-stakes CLIL biology assessment task in Hong Kong will first be… read more
2021 Co-developing science literacy and foreign language literacy through “Concept + Language Mapping” Teaching, Learning and Scaffolding in CLIL Science Classrooms, Lo, Yuen Yi and Angel M.Y. Lin (eds.), pp. 115–143 | Chapter
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… read more
2021 (Re)conceptualizing “Language” in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL AILA Review 34:2, pp. 240–261 | Article
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… read more
2021 Teaching, learning and scaffolding in CLIL science classrooms Teaching, Learning and Scaffolding in CLIL Science Classrooms, Lo, Yuen Yi and Angel M.Y. Lin (eds.), pp. 1–15 | Chapter
2020 Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process Teacher Development for Immersion and Content-Based Instruction, Cammarata, Laurent and T.J. Ó Ceallaigh (eds.), pp. 11–39 | Chapter
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Andrews & Lin, 2017; Lindahl & Watkins, 2015), this chapter argues that effective teaching of academic content in an L2 requires a… read more
2019 Co-developing science literacy and foreign language literacy through “Concept + Language Mapping” Teaching, Learning and Scaffolding in CLIL Science Classrooms, Lo, Yuen Yi and Angel M.Y. Lin (eds.), pp. 261–288 | Article
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… read more
2019 Teaching, learning and scaffolding in CLIL science classrooms Teaching, Learning and Scaffolding in CLIL Science Classrooms, Lo, Yuen Yi and Angel M.Y. Lin (eds.), pp. 151–165 | Article
2018 Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators, Cammarata, Laurent and T.J. Ó Ceallaigh (eds.), pp. 162–188 | Article
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… read more
2011 Chapter 11. Officials’ accountability performance on Hong Kong talk radio: The case of the Financial Secretary Hotline Talking Politics in Broadcast Media: Cross-cultural perspectives on political interviewing, journalism and accountability, Ekström, Mats and Marianna Patrona (eds.), pp. 223–242 | Chapter
2010 Researching intercultural communication: Discourse tactics in non-egalitarian contexts New Adventures in Language and Interaction, Streeck, Jürgen (ed.), pp. 125–144 | Article
In this chapter key sociological traditions forming the theoretical backdrop of current discourse-based approaches to intercultural communication research will be discussed and John Gumperz’s contribution to highlighting the interactional nature of everyday communication and language use will be… read more
2009 Constructing cultural Self and Other in the Internet discussion of a Korean historical TV drama: A discourse analysis of weblog messages of Hong Kong viewers of Dae Jang Geum Media Discourse in Greater China, Kuo, Sai-hua and Doreen D. Wu (eds.), pp. 289–312 | Article
In this paper messages from viewers of the popular Korean historical TV drama — Dae Jang Geum (Da Chang Jin) — in a Hong Kong web-based discussion forum are analyzed to see how some Hong Kong viewers construct their Chinese cultural identities through discursive moves of positioning (Harrè and van… read more