
Angel LinSimon Fraser University · Faculty of Education
Angel Lin
PhD, University of Toronto
About
171
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Introduction
Angel Lin received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto, Canada in 1996. She was Professor of English Language and Literacy Education in the Faculty of Education, The University of Hong Kong until 2018, when she moved to Simon Fraser University, Canada to take up the position of Tier 1 Canada Research Chair in Plurilingual and Intercultural Education (Email: angellin_2018@sfu.ca).
Additional affiliations
February 2010 - present
Publications
Publications (171)
This study explores the integration of AI within an English for Specific Purposes (ESP) context, focusing on its role in supporting students’ creation of a PechaKucha (PK) presentation, a highly visual and structured format (Beltrán-Palanques & Querol-Julián, 2024). For this study, students develop PKs on a topic related to video game narratives, a...
Recent applied linguistics scholarship has begun to acknowledge linguistic racism as a significant phenomenon, yet its traumatic implications for English language learners and teachers remain underexplored in TESOL contexts. Despite mounting evidence of its pervasive effects (Dovchin, 2020; Wang & Dovchin, 2023), the mechanisms through which lingui...
This study employed the social semiotic perspective and, in particular, thematic patterns theory which emphasizes the potential of language in constructing knowledge and views scientific concepts as institutionalized patterning of social semiotic resources. It examined (1) how patterns of semantic relations could help reveal students’ development o...
Play has been widely examined and viewed as an effective pedagogy to promote children’s literacy development. While the current research has identified various benefits associated with play, discrepancies still exist regarding what type of play could be more effective, for example, home play or school play. This could also lead to an outcome-orient...
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 persp...
In this study, drawing on the MEC framework, a researcher collaborated with a teacher to develop strategic translanguaging and trans-semiotizing practices to teach an EAP course at a university in China. Further drawing on Martinec and Salway’s framework to analyse intersemiotic interaction, this study illustrates how translanguaging and trans-semi...
"The invited colloquium, “Researching Multilingually to Rethink EMI Policy and Practices”, organized by Xuesong Andy Gao (University of New South Wales) and Yongyan Zheng (Fudan University) took place on 18 March 2023, at the annual meeting of the American Association for Applied Linguistics (AAAL) in Portland, Oregon, USA. This colloquium consiste...
As CLIL is developing into an established discipline, it is timely to deepen the theorizing of integration of content and language, particularly in CLIL assessment. To illustrate the challenges, a representative example of a high-stakes CLIL biology assessment task in Hong Kong will first be presented. An Integrative Model for CLIL will then be pro...
Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited dis...
While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, 1951; Lemke, 2015) to theorize translanguaging together with flows, through reconsidering issues of speech events in which features normally associated with different l...
While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, Gregory. 1951. Information and codification; and Conventions of Communication. In Jurgen Ruesch & Gregory Bateson (eds.), Communication: The social matrix of psychiatry...
CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies...
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 persp...
TESOL policymakers and researchers have extensively discussed issues concerning Native Speaker English Teachers (NESTs) and Non-Native Speaker English Teachers (NNESTs). However, relatively few studies have focused on the power dynamics between these two teacher groups in educational institutions, which can play a significant role in the implementa...
This chapter focuses on critical literacy (CL) work in applied linguistics, particularly on Second Language Acquisition (SLA) and additional language (AL) education, to highlight some recent paradigmatic changes in language theory and practice, offering new possibilities for CL education in AL teaching and learning. Heightened scales of diverse com...
The present study examines how different discourses on culture and intercultural communication were involved in structuring and shaping intercultural experiences of international students and home students in English-medium-instruction (EMI) master’s degree programs in a top-rated comprehensive university in Shanghai, China. The analysis shows that...
This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars’ consistent calls for more classroom-based research on the iss...
This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars’ consistent calls for more classroom-based research on the iss...
In line with the agenda of internationalization and the educational language planning informed by the Belt and Road Initiative, an increasing number of universities in China launched international Master's degree programs that adopt English and/ or Chinese as the medium of instruction. These programs are aimed at attracting international students t...
Almost twenty years after the publication of our co-authored article in a leading North American academic journal, seven female language educa-tion academics revisit our evolving analysis of the complex spaces occupied by women of color in the language education academy. We expand on the particularities of our place-based struggles and ask question...
This study analyzes translanguaging and trans-semiotizing as meaning-making practices in a science class with student diversity in linguistic and cultural backgrounds as well as cognitive abilities. Observations of the science lessons demonstrated that spontaneous translanguaging and trans-semiotizing in the lessons provided useful interactional sc...
An essential one-volume reference to contemporary discourse studies, this handbook offers a rigorous and systematic overview of the field and its recent developments. Written by an international team of leading scholars, this volume covers the key methods, research topics and directions across 26 chapters, providing both a survey of current researc...
Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely v...
In Content and Language Integrated Learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is...
In content and language integrated learning (CLIL) classrooms, it is
assumed that non-language content subjects provide more authentic
communicative contexts for students to learn a foreign/second/
additional language (L2). However, learning abstract concepts and
academic language in an L2 simultaneously is also challenging for CLIL
students. It is...
Special Issue Theme:
Multiliteracies and Plurilingual Pedagogies in the 21st Century: Critical Responses to the New London Group’s ‘A Pedagogy of Multiliteracies’
https://uottawa.scholarsportal.info/ottawa/index.php/ILOB-OLBI/announcement/view/63
To cite: Lin, A. M. Y. (2020). Cutting through the monolingual grip of TESOL traditions—The transformative power of the translanguaging lens. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens. Switzerland: Springer.
Since the publication of García and Li’s seminal work Translanguaging in 2014...
While translanguaging perspectives have been gaining currency worldwide (e.g. García & Li, 2014; García & Lin, 2017; Nikula & Moore, 2019), 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 user...
The present study examines translingual practices among students enrolled in international English‐medium instruction (EMI) Master's degree programmes in a top‐rated comprehensive university in Shanghai, China. Ethnographic observations across urban/institutional spaces and social media as well as in‐depth student interviews converge to reveal that...
In this chapter the historical origins of the term translanguaging and the different contexts in which the term has subsequently been developed, contested, and applied will be discussed. The distinctively different theoretical assumptions entailed in the term translanguaging and the traditional terms of code-switching/code-mixing will be delineated...
Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates t...
This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first ti...
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 fine-grained multimodal analysis of clas...
The original discussion of Translanguaging as a pedagogical practice by Williams and Baker included modalities of listening, speaking, reading, and writing. As it has been developed as a theoretical concept, Translanguaging embraces the multimodal social semiotic view that linguistic signs are part of a wider repertoire of modal resources that sign...
Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwar...
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple...
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple...
Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have bee...
Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the foc...
In recent years, the practice of using a second/foreign language to teach non-language content subjects (e.g. science) has become increasingly popular, especially in English-as-foreign-language (EFL) contexts. Such a practice can be categorised as 'Content and Language Integrated Learning' (CLIL). However, EFL learners may encounter difficulties in...
One of the most consistent and positive findings in research on attitudes towards NNESTs is that NNESTs may share their students’ local language(s). Whilst having a shared language between a teacher and their students can be a strength in an English as an Additional Language (EAL) classroom, teachers need to be trained in how to use this resource a...
In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull’s (2016) reframing of foreign language education as bilingual education and García’s (2017) response, we see the logic of this reframing, but we also acknowledge García’s concern...
In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interaction...
Classroom code-switching refers to the alternating use of more than one linguistic code in the classroom by any of the classroom participants. This chapter provides a review of the historical development of the different research paradigms and approaches adopted in various studies. The difficulties and problems faced by this field of studies and cr...
Our traditional understandings of bilingual and multilingual education have been disrupted, as scholars in different parts of the world have questioned some of them. In this chapter we extend the definition of bilingual education to the use of diverse language practices to educate, and we identify the different ideologies that lead to diverse ways...
Since Cen Williams first used the Welsh term trawsieithu in 1994 to refer to a pedagogical practice where students in bilingual Welsh/English classrooms are asked to alternate languages for the purposes of receptive or productive use, the term translanguaging has been increasingly used in the scholarly literature to refer to both the complex and fl...
A review of current research on popular culture and TESOL shows that the recurrent themes revolve around pedagogical affordances of popular cultural resources in TESOL, evaluation of popular culture’s pedagogical potential, and construction of learner identities via ESL/EFL popular culture. However, there is a dearth of discussion on development of...
Classroom code-switching refers to the alternating use of more than one linguistic code in the classroom by any of the classroom participants. This chapter provides a review of the historical development of the different research paradigms and approaches adopted in various studies. The difficulties and problems faced by this field of studies and cr...
Little research has been conducted on the analysis of PowerPoint design from multimodal and translanguaging perspectives. This chapter describes a presentation by Professor Liu, a visiting mathematics education professor at a university in Hong Kong. We focus on the translanguaging and trans-semiotizing (Halliday, 2013; Lin, 2015) strategies applie...
There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this pape...
This chapter discusses the critical issues that have been raised by researchers and practitioners in the fields of EAP, academic literacies and genre-based pedagogies. All of these fields are closely related to the work of LAC and CLIL. I shall discuss why addressing critical perspectives is both necessary and important in developing the theory and...
In this chapter, the curricular and pedagogical disconnects identified in Chap. 4 will be addressed through a discussion of some possible ways of doing curriculum mapping and bridging pedagogy in LAC and CLIL contexts. The focus will be on how content teachers and language teachers can collaborate to conduct needs analysis and systematic planning o...
In this chapter, the general disconnect between what students are exposed to and what is assessed is addressed by focusing on how teachers can design content assessment tasks with academic language awareness. For example, teachers can use the Genre Egg (Fig. 3. 4 in Chap. 3) to inform the planning and design of both formative and summative assessme...
This chapter focuses on current approaches to and diverse conceptualizations of programme options for integrating content learning with language learning. This discussion is especially important against the background of rising trends of schools using an L2, L3 or AL (i.e. a second, third or additional language) for content instruction in at least...
This chapter introduces a theoretical framework and metalanguage that researchers and teachers can use for analysing how language is used in academic contexts, in particular the variation of language according to different subject domains and the recurrent genres in these domains. The special features of genres specific to different academic subjec...
This chapter serves as a critical ‘hinge’ or connection point between the theory-oriented chapters in the first half of the book and the practice-oriented chapters in the second half of the book by providing an analysis of possible kinds of disconnect that can be found in curriculums and pedagogies in bilingual education settings. These disconnects...
In this chapter, the concept of language variation is introduced through examining the different features of everyday registers and academic registers with examples from everyday life and academic contexts. In particular, Jim Cummins’ concepts of ‘BICS’ and ‘CALP’ are both delineated and enriched with insights from genre and register theory from th...
In this chapter, directions for future research in four important areas will be outlined: (1) assessment in CLIL1, (2) discipline-specific thematic patterns and generic cognitive discourse functions, (3) the interplay of L1, L2 and multimodalities in scaffolding CLIL, and (4) teacher identity and pedagogical content knowledge (PCK) in CLIL. The dis...
The aim of this chapter is to explore possible roles that local languages can play in English language classrooms. In order to do this, the chapter starts off by discussing some of the factors that have historically marginalised the role of local languages in English language classes. It then discusses how non-recognition of local language is suppo...
Digital literacies abound in playing a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them to teach and learn literacy. In an effort to humanize digital literacies, this department column offers a vast array of topics, from participatory work that pushes educators and researchers to communicate i...
Our traditional understandings of bilingual and multilingual education have been disrupted, as scholars in different parts of the world have questioned some of them. In this chapter we extend the definition of bilingual education to the use of diverse language practices to educate, and we identify the different ideologies that lead to diverse ways...
Since Cen Williams first used the Welsh term trawsieithu in 1994 to refer to a pedagogical practice where students in bilingual Welsh/English classrooms are asked to alternate languages for the purposes of receptive or productive use, the term translanguaging has been increasingly used in the scholarly literature to refer to both the complex and fl...
In this chapter, the background, aims and objectives of the book are introduced. Different research traditions in Language Across the Curriculum (LAC) and related areas are outlined, and their terminologies are explained. The organization of the book and how the book can be used are also explained.
This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible "meta-language" (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, t...
International Journal of Bilingual Education and Bilingualism
Special Issue: Designing Multilingual and Multimodal CLIL Frameworks for EFL students
Introduction
Yuen Yi Lo and Angel M. Y. Lin, Faculty of Education, University of Hong Kong
Learning and using (an) additional language(s) apart from one’s mother tongue seems to be a norm around th...
With the global spread of English arising from a whole host of historical, political and socioeconomic factors, English, often recognized as the global " lingua franca " or " international language " , has become one of the most popular mediums of instruction in which to offer some higher education courses/programs in non-English speaking countries...
In this chapter, the journey of a school administrator in initiating a curriculum reform to cater to the diverse special learning needs of students in a working class school in Hong Kong is presented. Poon, a senior teacher for 9 years before being appointed the administrator in charge of academic changes in 2006, provides an insider’s account. Lin...
While the discipline of language policy and planning (LPP) has been a relatively young one with a history of just several decades, it has produced a vast array of studies covering diverse contexts of the world and employing a range of research methodologies, including analysis of policy discourses, ethnography, political economic analysis, historic...
Content and language integrated learning (CLIL) is a rapidly growing area of both
research and practice in all parts of the world, especially in Europe and Asia. As a
young discipline, CLIL has a good potential of distinguishing itself from monolingual
L2 immersion education models by becoming more flexible and balanced about the
role of L1 in CLIL...
This cutting edge volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'. Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends...
Traditional ways of thinking about literacies as manifested in the use of terms such as bilingual literacies, multilingual literacies, or even plurilingual literacies have increasingly come under challenge by the rise of recent terms such as translanguaging (García, 2009) and literacy as translingual practice (Canagarajah, 2013a, 2013b). In what fo...
In this paper, an excerpt of teacher-student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. 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 every...
The focus of this chapter is the highly heteroglossic musical and lyrical practice of a hip-hop group in Hong Kong. Through analysis of the ways in which they mix, switch, double code, and intertwine English- and Cantonese-style lyrics, the chapter engages with trans-local and local identities in uniquely postcolonial Hong Kong performance modes. T...