Show simple item record

dc.contributor.authorNikula, Tarja
dc.contributor.authorJakonen, Teppo
dc.contributor.authorKääntä, Leila
dc.date.accessioned2024-05-24T10:28:02Z
dc.date.available2024-05-24T10:28:02Z
dc.date.issued2024
dc.identifier.citationNikula, T., Jakonen, T., & Kääntä, L. (2024). Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons. <i>Learning and Instruction</i>, <i>92</i>, Article 101932. <a href="https://doi.org/10.1016/j.learninstruc.2024.101932" target="_blank">https://doi.org/10.1016/j.learninstruc.2024.101932</a>
dc.identifier.otherCONVID_213651204
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/95171
dc.description.abstractBackground: Different school subjects have their specific meaning-making practices for building and conveying knowledge. Research drawing on the Semantics dimension of the Legitimation Code Theory has noted the importance of shifting between levels of abstraction and context-dependency in knowledge-building. There is a need to better understand how such shifting between different levels of abstraction is accomplished with multimodal resources in classroom interaction. Aims: This study aims at exploring subject-specific knowledge construction as a form of translanguaging, i.e., as movement between different registers and multimodal resources of meaning-making. Data: The data comes from a Finnish teacher development project aimed at supporting CLIL teachers’ professional development. This exploratory study analyses teachers’ knowledge-building practices in two STEM lessons video-recorded in the project, Physics and Chemistry. Methods: The data is analysed using multimodal conversation analysis and analysis of semantic waves. Analysis focuses on how the teachers engage in unpacking and repacking subject-specific knowledge by talking, gesturing, as well as displaying, handling, and modifying various kinds of multimodal materials and artefacts. Results: The teachers were found to use a versatile set of multimodal translanguaging practices for unpacking and repacking. The findings also indicate complexity in semantic waves due to multimodal resources accomplishing simultaneous shifts in semantic gravity and density, with either aligning or diverging functions. Conclusions: The simultaneous use of different multimodal resources and their potential to serve different functions point to the need to acknowledge the multidimensionality of semantic waves. The multimodal translanguaging approach also has implications for conceptualising subject-specific knowledge-building as inherently multimodal.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Instruction
dc.rightsCC BY 4.0
dc.subject.othermultimodal practices
dc.subject.otherdisciplinary knowledge
dc.subject.othersemantic waves
dc.subject.otherCLIL classroom interaction
dc.subject.othertranslanguaging
dc.titleMultimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202405243935
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0959-4752
dc.relation.volume92
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysomultimodaalisuus
dc.subject.ysomonikielisyys
dc.subject.ysokielitietoinen opetus ja kasvatus
dc.subject.ysokielellinen vuorovaikutus
dc.subject.ysovieraskielinen opetus
dc.subject.ysomonilukutaito
dc.subject.ysoluokkatyöskentely
dc.subject.ysoopetusmenetelmät
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p25633
jyx.subject.urihttp://www.yso.fi/onto/yso/p6720
jyx.subject.urihttp://www.yso.fi/onto/yso/p37832
jyx.subject.urihttp://www.yso.fi/onto/yso/p7831
jyx.subject.urihttp://www.yso.fi/onto/yso/p12222
jyx.subject.urihttp://www.yso.fi/onto/yso/p28850
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.learninstruc.2024.101932
jyx.fundinginformationThis work was supported by the Academy of Finland [grant number 343480].
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0