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UID:news78@english.philhist.unibas.ch
DTSTAMP;TZID=Europe/Zurich:20180923T212912
DTSTART;TZID=Europe/Zurich:20181002T130000
SUMMARY:Translanguaging Practices in CLIL (English) and non-CLIL (German) B
 iology Lessons
DESCRIPTION:While studies on translanguaging in Content and Language Integr
 ated Learning (CLIL) have predominately focused on the use of the L1 as a 
 potential resource in CLIL lessons\, this presentation aims to show that t
 ranslanguaging practices that go beyond the use of L1 are valuable if not 
 necessary and effective translingual pedagogies in CLIL and non-CLIL biolo
 gy lessons. By qualitatively investigating a corpus of 31 CLIL (English) a
 nd non-CLIL (German) biology lessons\, results then also show that transla
 nguaging involving the source languages of the technical vocabulary seems 
 to be a particularly useful tool for the negotiation of meaning of these t
 erms. However\, only one of the two participating teachers in the present 
 study engages in this kind of translanguaging – interestingly\, it is th
 e one with the most extreme attitude towards English-only use in his class
 room\, which goes to show that teachers’ attitudes towards translanguagi
 ng not necessarily coincide with their practices thereof.
X-ALT-DESC:<br />While studies on translanguaging in Content and Language I
 ntegrated Learning (CLIL) have predominately focused on the use of the L1 
 as a potential resource in CLIL lessons\, this presentation aims to show t
 hat translanguaging practices that go beyond the use of L1 are valuable if
  not necessary and effective translingual pedagogies in CLIL and non-CLIL 
 biology lessons. By qualitatively investigating a corpus of 31 CLIL (Engli
 sh) and non-CLIL (German) biology lessons\, results then also show that tr
 anslanguaging involving the source languages of the technical vocabulary s
 eems to be a particularly useful tool for the negotiation of meaning of th
 ese terms. However\, only one of the two participating teachers in the pre
 sent study engages in this kind of translanguaging – interestingly\, it 
 is the one with the most extreme attitude towards English-only use in his 
 classroom\, which goes to show that teachers’ attitudes towards translan
 guaging not necessarily coincide with their practices thereof.\n\n
DTEND;TZID=Europe/Zurich:20181002T140000
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