Translanguaging and CLIL: Examining Power and Criticality

Content and Language Integrated Learning (CLIL) (Coyle et al., 2010) is making inroads in Japan and being adapted for the Japanese context (Tsuchiya, 2019). Translanguaging is the utilization of multiple languages, for both pedagogic and non-pedagogic purposes (Cummins, 2021; Juvonen & Källkvist, 2021; García & Wei, 2014). These multilingual interactions have various theories relating to how they should occur, with symbolic power (Kramsch, 2021) relating to academic genre expectations, and anti-abyssal thinking translanguaging (AATT) (García et al., 2021) viewing comprehension of content as more important than languages or language features used. A multiple case study was conducted over one year examining three grades of a junior high school CLIL science program. Interactions revealed that symbolic power was able to guide students towards realistic goals and outcomes, whereas AATT served as a linguistic ideal but did not apply to interactional issues. 内容言語統合型学習（CLIL）（Coyle et al., 2010）は日本に浸透しつつあり、日本のコンテクストにも適応しつつある（Tsuchiya、2019）。トランスランゲージングとは、教育学的および非教育学的目的の両方で複数の言語を利用することである (Cummins, 2021; Juvonen & Källkvist, 2021; García & Wei, 2014)。これら多言語の相互作用には、それがどのように使われるべきかに関するさまざまな理論があり、そのうち象徴的権力 (Kramsch, 2021) は、学術ジャンルの期待に関連し、反深淵的思考に基づくトランスランゲージング (AATT) (García et al., 2021)