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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|Titolo:||The symbiotic energy of [Complex Content]+[Foreign Language]: Translanguaging towards disciplinary academic literacy.|
TING, Yen-ling (Corresponding)
|Data di pubblicazione:||2020|
|Appare nelle tipologie:||2.1 Contributo in volume (Capitolo o Saggio)|