Abstract
This research explores how translanguaging (Garcí & Li, 2014) and trans-semiotizing, approaches can facilitate students' expansion of their communicative repertoires to gradually make new ways of speaking, writing, and unfamiliar registers their own (Lin, 2012, 2017, 2019; He, Lai & Lin, 2017). Drawing on the sociocultural and social-semiotic perspectives, the study investigates meaning making in a multilingual CLIL classroom through fine-grained analysis of a series of lesson observation videos, teaching materials and sample student works collected during a school-university collaborative project on building up the CLIL capacity of teachers and South Asian minoritized students in Hong Kong. The results of this study shed light on how teachers design spaces for translanguaging and trans-semiotizing (Lin, 2019; Lin, Wu & Lemke, 2020) and spaces for target language and register use in the different stages of a curriculum genre (Rothery, 1996). The Multimodalities-Extextualization Cycle (MEC) is proposed and discussed as a heuristic curriculum genre for CLIL education (Lin 2015b, 2016). The study concludes by discussing theoretical and pedagogical implications and providing implementation suggestions for CLIL curriculum and teacher professional development (He & Lin, 2018; Lo, 2020).
