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The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy

The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy

Yen-Ling Teresa Ting
Copyright: © 2020 |Pages: 25
ISBN13: 9781799832669|ISBN10: 179983266X|ISBN13 Softcover: 9781799832676|EISBN13: 9781799832683
DOI: 10.4018/978-1-7998-3266-9.ch003
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MLA

Ting, Yen-Ling Teresa. "The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy." Examining Content and Language Integrated Learning (CLIL) Theories and Practices, edited by Liudmila Khalyapina, IGI Global, 2020, pp. 37-61. https://doi.org/10.4018/978-1-7998-3266-9.ch003

APA

Ting, Y. T. (2020). The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy. In L. Khalyapina (Ed.), Examining Content and Language Integrated Learning (CLIL) Theories and Practices (pp. 37-61). IGI Global. https://doi.org/10.4018/978-1-7998-3266-9.ch003

Chicago

Ting, Yen-Ling Teresa. "The Symbiotic Energy of [Complex Content]+[Foreign Language]: Translanguaging Towards Disciplinary Academic Literacy." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, edited by Liudmila Khalyapina, 37-61. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3266-9.ch003

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Abstract

This chapter addresses academic disciplinary literacy, the ability to use disciplinary discourse to formulate and learn discipline-specific ideas correctly, and also use condoned ways of languaging to share disciplinary knowledge eloquently. Disciplinary literacy also concerns L1 content education; however, the existence of “foreign language” within the EMI/CLIL instructional milieu further amplifies this challenge. This chapter addresses this challenge by evolving traditional EFL-models of language-learning into an “EMI/CLIL-concept-language-complexity model,” which correlates complex disciplinary concepts with complex disciplinary discourse with complex foreign disciplinary discourse. Using this three-dimensional model, translanguaging materials were designed so to make “foreign language” a conduit that seamlessly chaperones students through disciplinary knowledge coded in L1-BICS, L1-CALP, FL-BICS, and FL-CALP. Translanguaging materials are presented plus case-study results confirming not only students' comprehension of disciplinary concepts but also their assimilation of complex disciplinary discourses.

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