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Exploring content and language co-construction in CLIL with semantic waves

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References

2000Pedagogy, symbolic control, and identity : theory, research, critique3,288 cited
2013Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School792 cited
2013Critical Analysis of CLIL: Taking Stock and Looking Forward618 cited
2012Learning to write, reading to learn : genre, knowledge and pedagogy in the Sydney school527 cited
2013Making semantic waves: A key to cumulative knowledge-building418 cited
2018Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms316 cited
1989Some grammatical problems in scientific English267 cited
2016Exploring translanguaging in CLIL225 cited
2011Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning195 cited
2013A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong182 cited
2013CLIL classroom discourse162 cited
2016Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms143 cited
2013Embedded literacy: Knowledge as meaning142 cited
2014‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom100 cited

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2017

Multilingual Hong Kong: Languages, Literacies and Identities

89 cited

2017Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey89 cited

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2025Translanguaging strategies in EMI: insights from foreign teachers in China4 cited
2024Spontaneous teacher collaboration in early primary CLIL classrooms with pupils of special educational needs (SEN): a dynamic translanguaging and trans-semiotizing perspective4 cited
2022Proposing a Framework for Science Teachers’ Competencies Regarding Translanguaging in Multicultural Settings4 cited
2022Bilingualism and Multilingualism in Classrooms in Hong Kong and Singapore: Code-Switching and Translanguaging2 cited
2024Medium of Instruction and Language Learning in Bi- and Multilingual Hong Kong and Singapore2 cited