This study explores translanguaging and trans-semiotizing (Lin, 2018) as meaning-making strategies in co-developing content knowledge and academic literacy in thematic-pattern-based "Concept + Language Mapping" (CLM) CLIL classrooms (Co-author & Author, 2019). It also discusses the "collaborative, dynamic, dialogic process" model in CLIL teacher education.
This study explores translanguaging and trans-semiotizing (Lin, 2019) as meaning-making strategies in co-developing content knowledge and academic literacy in thematic-pattern-based "Concept + Language Mapping" (CLM) CLIL classrooms (Lin & He, 2019). Two action research studies were carried out in different CLIL classrooms through a teacher-researcher collaborative approach. Research findings indicated that translanguaging and trans-semiotizing in thematic-pattern-based CLM classrooms facilitated meaning-making between teacher and students (He, 2021) and contributed to students' development of academic content awareness and academic language awareness in learning the CLIL subjects. The study also showed that the teacher-researcher collaborative approach is feasible and constructive for CLIL teacher professional development. The study concluded by proposing a "collaborative, dynamic, dialogic process" model (He & Lin, 2018) in CLIL teacher education.
