Publications

Here are some of the publications by the members of this SIG :   Books [widgetkit id="15" name="publications"]   Book Chapters Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’- Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. Doi: http://www.tandfonline.com/doi/full/10.1080/13670050.2014.988113 Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL Classrooms. Journal of Language, Identity and Education, 16(4), 228-244. DOI:10.1080/15348458.2017.1328283 Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1): 26-45. Lin, A. M. Y. (2018). Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2018.1515175 Rappa, N & Tang, K.S. (2018). Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy. Linguistics and Education, 43, 1-12. doi: 10.1016/j.linged.2017.12.003 Tang, K.S. (2017). Analyzing teachers’ use of metadiscourse: The missing analytical focus in classroom discourse analysis. Science Education, 101(4), 548-583. doi:10.1002/sce.21275 Tang, K.S. (2016). The interplay of representations and patterns of classroom discourse in science teaching sequences. International Journal of Science Education, 38(13), 2069-2095. doi: 10.1080/09500693.2016.1218568 Tang, K.S., Delgado, C. & Moje, E. B. (2014). An integrative framework for the analysis of multiple and multimodal representations for meaning-making in science education. Science Education, 98,(2), 305-326. doi: 10.1002/sce.21099