Background: Science teaching and learning, as discursive practices, occur through the utilization of various semiotic modes. Gestures play a pivotal role as an embodied mode that acts in conjunction with speech in oral communication settings, such as classrooms. Previous research on gestures in chemistry and science education has illuminated how…

Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and…

Translanguaging and codeswitching are frequently employed in second/foreign language classrooms. Though the differences between these two practices have been examined from a conceptual perspective, the potential of translanguaging as a pedagogical resource has not been empirically addressed. This article opens with a concise comparison of…

Materials use is a critical yet poorly understood dynamic of language classrooms. This study examines 'materials-in-action,' meaning how materials shape classroom interaction and activity, in a beginning-level French-as-a-foreign-language classroom. The conceptual framework, 'pedagogical ergonomics,' similarly centers on materials-in-action, and…

Effective arts learning requires the development of important literacies. While investigation of discipline-specific literacies has filtered the literature, it is unclear if these literacies are acknowledged, understood, and/or taught. In this paper, we share the classroom discourse of two arts teachers in early and middle years across visual art…

"Multimodal Signs of Learning" proposes a methodology to uncover evidence of learning in students' multimodal compositions. Informed by social semiotic theory, the book tracks representation of subject content from physical and embodied teaching resources to students' handmade artefacts and physical presentations. Using materials from…

This chapter examines video-recorded peer interactions in one primary Content and Language Integrated Learning (CLIL) maths classroom in Barcelona (Spain) from the perspective of facework (Goffman E, Interaction ritual: essays on face-to-face behaviour. Penguin, Harmondsworth, 1967). It aims to identify and describe how participants establish and…

Efforts to decolonise foreign/English language teaching involve recognising the importance of diverse meaning-making resources rooted in speakers' socio-cultural realities, traditions, and values alongside English practices. This focus highlights the value of multicultural and multilingual environments, particularly in dominant English-speaking…

This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language…

Creative pedagogies contribute significantly to children's cognitive, social and linguistic development. This article discusses the drama-based creative literacy practice of an early primary teacher in a high diversity school in Sydney, Australia. Literacy pedagogy blended with drama and role play was shown to aid oracy whilst also adding valuable…

Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher's arm-span, with a focus on the invention and refinement…

For high school science teachers working with students who are in the beginning stages of English learning, it can be difficult to engage English learner (EL) students in using language that is accessible to understand complex scientific concepts. Improving EL students' access to science education is an important component of diversifying…

Previous studies of clarification requests in conversations involving second language users typically view such requests as important to obtain 'comprehensible input' or as a form of repair resulting in a sidetrack from the ongoing conversation. This article argues that clarification requests potentially have a much deeper influence on the course…

This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual…

This study aims to explore a teacher educator's perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with…