Papers by Yanming (Amy) Wu
Classroom Discourse, 2019
While translanguaging research have been gaining currency worldwide, calls have been made for dee... more While translanguaging research have been gaining currency worldwide, calls have been made for deepening its theorization and providing more systematic pedagogical guidance (e.g. Canagarajah, 2018; García & Li, 2014; Li, 2018; Lin, 2019; Lin, Wu, & Lemke, forthcoming; Turner & Lin, 2017). To contribute to this discussion, this study is informed by a fluid, distributed, dynamic process view of human meaning making (Lemke, 2016; Li, 2018; Thibault, 2011, 2017). Through a fine-grained multimodal analysis of classroom activities and conversations (Green & Bridges, 2018; Heap, 1985; Kress et al., 2001), it elucidates the translanguaging/trans-semiotizing (Lin, 2015a) practices of an experienced science teacher trying out a CLIL (Content and Language Integrated Learning) approach inspired by the Multimodalities-Entextualization Cycle (MEC) (Lin, 2015b, 2019) in a Grade 10 biology class in Hong Kong. Post-lesson interviews and survey indicated that such practices generated positive impact on the students in the continuous flow of knowledge co-making. Implications of the study for furthering the theorization and practices of translanguaging/trans-semiotizing will be discussed.
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Classroom Discourse, 2019
While translanguaging research have been gaining currency worldwide, calls have been made for dee... more While translanguaging research have been gaining currency worldwide, calls have been made for deepening its theorization and providing more systematic pedagogical guidance (e.g. Canagarajah, 2018; García & Li, 2014; Li, 2018; Lin, 2019; Lin, Wu, & Lemke, forthcoming; Turner & Lin, 2017). To contribute to this discussion, this study is informed by a fluid, distributed, dynamic process view of human meaning making (Lemke, 2016; Li, 2018; Thibault, 2011, 2017). Through a fine-grained multimodal analysis of classroom activities and conversations (Green & Bridges, 2018; Heap, 1985; Kress et al., 2001), it elucidates the translanguaging/trans-semiotizing (Lin, 2015a) practices of an experienced science teacher trying out a CLIL (Content and Language Integrated Learning) approach inspired by the Multimodalities-Entextualization Cycle (MEC) (Lin, 2015b, 2019) in a Grade 10 biology class in Hong Kong. Post-lesson interviews and survey indicated that such practices generated positive impact on the students in the continuous flow of knowledge co-making. Implications of the study for furthering the theorization and practices of translanguaging/trans-semiotizing will be discussed.
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While translanguaging research has been gaining currency worldwide,
calls have been made for deep... more While translanguaging research has been gaining currency worldwide,
calls have been made for deepening its theorisation and
providing more systematic pedagogical guidance. To contribute to
this discussion, this study is informed by a fluid, distributed,
dynamic process view of human meaning-making. Through a finegrained
multimodal analysis of classroom activities and interactions,
it elucidates the translanguaging/trans-semiotising practices
of an experienced science teacher trying out a CLIL (Content and
Language Integrated Learning) approach inspired by the
Multimodalities-Entextualisation Cycle (MEC) in a Grade 10 biology
class in Hong Kong. Post-lesson interviews and survey indicated
that such practices generated a positive impact on the students in
the continuous flow of knowledge co-making. Implications of the
study for furthering the theorisation and practices of translanguaging/
trans-semiotising will be discussed.
Bookmarks Related papers MentionsView impact
In this paper an excerpt of interaction between the teacher and her students in an EFL junior sec... more In this paper an excerpt of interaction between the teacher and her students in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis (Heap, 1985; Lin, 2007). The fine-grained analysis reveals that in the teacher’s effort to engage her students in the co-construction of a scientific proof, the students’ familiar everyday discourses need to be allowed to play a significant role.
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Articles and Book chapters by Yanming (Amy) Wu
In Lau, S. & Stille, S.V. V. (Eds.). Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Switzerland: Springer. , 2020
While translanguaging perspectives have been gaining currency worldwide (e.g. Garcia & Li, 2014; ... more While translanguaging perspectives have been gaining currency worldwide (e.g. Garcia & Li, 2014; Garcia & Lin, 2017; Nikula & Moore, 2016), some issues remain contested, e.g. its differences from code-switching/code-mixing and the tensions between the proposal of one holistic repertoire and the existence of different languages felt by language users. To shed light on these issues, this chapter presents ongoing interview discussions between two internationally renowned experts Dr. Angel Lin and Dr. Jay Lemke proposing the perspective ‘translanguaging and flows’ (Lemke, 2016) as another theoretical basis for deepening the theorization of translanguaging, which integrates and extends key extant theoretical strands of translanguaging, i.e., Garcia & Li (2014), Li (2017), Thibault (2011)’s conceptions of first-order languaging and second-order language and Canagarajah (2017)’s proposal of a spatial and material orientation. The central tenet of this chapter is to move beyond an over-emphasis on static, structuralist, named and bounded language systems (a substance-based ontology) to an emphasis on dynamic processes happening in and through mediums interconnecting across multiple timescales (a process-based ontology) to better elucidate sense- and meaning-making practices in the real world. Implications for education and policy-making are discussed and some important questions for future research are also outlined. To facilitate reading, the interviews are divided into thematic sections with syntheses and reflections written by Amy Wu who was then doing PhD research on translanguaging. This chapter will thus be a reader-friendly piece of inspiration for academics, graduate students, educators and policy-makers interested in the fields of applied linguistics and multilingual education.
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Papers by Yanming (Amy) Wu
calls have been made for deepening its theorisation and
providing more systematic pedagogical guidance. To contribute to
this discussion, this study is informed by a fluid, distributed,
dynamic process view of human meaning-making. Through a finegrained
multimodal analysis of classroom activities and interactions,
it elucidates the translanguaging/trans-semiotising practices
of an experienced science teacher trying out a CLIL (Content and
Language Integrated Learning) approach inspired by the
Multimodalities-Entextualisation Cycle (MEC) in a Grade 10 biology
class in Hong Kong. Post-lesson interviews and survey indicated
that such practices generated a positive impact on the students in
the continuous flow of knowledge co-making. Implications of the
study for furthering the theorisation and practices of translanguaging/
trans-semiotising will be discussed.
Articles and Book chapters by Yanming (Amy) Wu
calls have been made for deepening its theorisation and
providing more systematic pedagogical guidance. To contribute to
this discussion, this study is informed by a fluid, distributed,
dynamic process view of human meaning-making. Through a finegrained
multimodal analysis of classroom activities and interactions,
it elucidates the translanguaging/trans-semiotising practices
of an experienced science teacher trying out a CLIL (Content and
Language Integrated Learning) approach inspired by the
Multimodalities-Entextualisation Cycle (MEC) in a Grade 10 biology
class in Hong Kong. Post-lesson interviews and survey indicated
that such practices generated a positive impact on the students in
the continuous flow of knowledge co-making. Implications of the
study for furthering the theorisation and practices of translanguaging/
trans-semiotising will be discussed.