Papers by Angel M. Y. Lin
Research paradigms and approaches. In K. A. King, & N. H. Hornberger (Eds.), Encyclopedia of lang... more Research paradigms and approaches. In K. A. King, & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Volume 10: Research methods in language and education (pp. 273-286).
RELC Journal
Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become ... more 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 discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in me...
Chen, Q., Zheng, Y., & Lin, A. M. Y. (2024). Critical perspectives on discourse and second language research. In Brian Paltridge and Matthew T. Prior (Eds.), The Routledge Handbook of Second Language Acquisition and Discourse (pp. 88-101). London/New York: Routledge., 2024
This chapter first presents an overview of the historical context and key concepts underlying cr... more This chapter first presents an overview of the historical context and key concepts underlying critical perspectives on (big “D”) Discourse and their contributions to second language research. The term Discourse (with a capitalized “D”) refers to social and cultural models or ideologies that allow people to “enact specific identifies and activities” (Gee, 2015, p1) through their use of language. With examples from both North American and Asian Pacific contexts, the chapter takes as its focus research in the contexts of second language learning and teaching, locating them within their respective socio-political contexts. It discusses how the intersection of Discourse and power continues to be an important focal point for doing and analyzing second language research. Drawing on critical work from the last two decades, we discuss Colonial Discourse and Neoliberal Discourse and their implications for second language researchers, and we consider why and how the critical paradigm takes on the work of exploring alternative ontologies of language not as a discrete, neutral entity but as ideological Discourses. Key research perspectives and methods in the critical paradigm are then summarized. As an addition to traditional
discourse-based approaches in second language acquisition (SLA) research (Celce-Murica & Olshtain, 2005), critical perspectives towards Discourse in second language research have immense implications for reshaping how we conceptualize and study second language learning
and teaching. For example, by rejecting the tendency to view second language learners through the lens of Deficit Discourse, we describe how an asset-based lens can be an alternative, empowering approach, together with translanguaging pedagogies (see also Nikula and Pitkänen-
Huhta, this volume) that can be implemented in our research and professional practices. The chapter concludes by suggesting future research directions based on reflections on current critical Discourse-oriented work.
Thematic patterns, Cognitive Discourse Functions, and genres
Journal of immersion and content-based language education, Nov 3, 2022
As CLIL is developing into an established discipline, it is timely to deepen the theorizing of in... more 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 proposed and applied to illuminate the demands of the assessment task and diagnose a sample student performance. The Integrative Model is developed by integrating genre and register theory (Martin & Rose, 2008), Cognitive Discourse Functions (Dalton-Puffer, 2013), thematic patterns theory (Lemke, 1990), Concept-and-Language-Mapping (CLM) Approach (He & Lin, 2019) and translanguaging/trans-semiotizing theories (Garcia & Li, 2014; Lin, 2019). To further illustrate the utility of the Model, a range of possible assessment-for-learning (Black et al., 2003) CLIL task examples designed by the authors will be presented. The article will conclude with implications for CLIL pedagogy and assessment.
Self-awareness' and the development of the autonomous subject (derived from Enlightenment and the... more Self-awareness' and the development of the autonomous subject (derived from Enlightenment and the Anglo-European philosophical traditions) has often been implicated in discussions of modernity. In East Asian societies where the Confucianist social order is seen as a deep-rooted social and cultural force, discussions of modernity and modernisation have often revolved around the tension between the spread of individualism and liberalism that come with modernisation and contact with the West. The preservation of traditional sociocultural values and familial and social structures that stress mutual obligations, social harmony and a certain form of "benign" paternalism have been key concerns. The popular television dramas in these societies seem to provide a public imaginary space where such tensions and conflicts are often played out in dramatic ways. They provide places were simulated or compromised solutions are proposed and explored. 2 Popular TV romance dramas in particular can serve as a window to the ways in which the topic of the (non-) self-determining subject is explored. These dramas typically present a scenario in which strong mutual love and desire between two people come into conflict with the existing sociocultural values (e.g., familial, social constraints). In this paper, I analyse a recent popular South Korean TV romance drama: (1) Autumn in My Heart (also known as Endless Love I, Autumn for short below) and contrast it with (2) Friends, another recent popular TV romance drama jointly produced by television companies in Japan and South Korea. These cultural products are shown not only in their respective societies but also sold to television companies in other neighbouring countries; their VCD/DVDs are widely marketed and circulated in East Asian areas (e.g., Hong Kong, Taiwan, Mainland China). 1 3 Autumn is about a brother (played by Song Seung-hun) and sister (played by Song Hye-kyo) who had grown up together and had developed a very close • Lee, Dong-Hoo. "Relationships in Korean Dramas". E-mail communication to the author, 6 August 2002. • Lee, Sooyeon. Explaining the South Korean blockbuster movies: An industrial and textual analysis. Unpublished manuscript. Korean Women's
Researching intercultural communication: Discourse tactics in non-egalitarian contexts. In Jurgen... more Researching intercultural communication: Discourse tactics in non-egalitarian contexts. In Jurgen Streeck (Ed.), New adventures in language and interaction (pp. 125-144). Amsterdam: John Benjamins.
Indonesian Journal of Applied Linguistics, 2018
Rationale behind the themed issue of the IJAL Trends in innovation in EFL Future directions
‘It Takes a Village to Research a Village’: Conversations Between Angel Lin and Jay Lemke on Contemporary Issues in Translanguaging
Educational Linguistics, 2020
While translanguaging perspectives have been gaining currency worldwide (e.g. Garcia and Li, Tran... more While translanguaging perspectives have been gaining currency worldwide (e.g. Garcia and Li, Translanguaging: language, bilingualism and education. Palgrave Macmillan, New York/London, 2014; Garcia and Lin, Translanguaging in bilingual education. In: Garcia O, Lin, AMY, May S (eds) Bilingual and multilingual education. Springer, Cham, pp 117–130, 2017; Nikula and Moore, Int J Biling Edu Biling 22(2):237–249, 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 users. To shed light on these issues, this chapter presents ongoing interview discussions between two internationally renowned experts Dr. Angel Lin and Dr. Jay Lemke proposing the perspective translanguaging and flows (Lemke, 2016) as another theoretical basis for deepening the theorization of translanguaging, which integrates and extends key extant theoretical strands of translanguaging, i.e., Garcia and Li (Translanguaging: language, bilingualism and education. Palgrave Macmillan, New York/London, 2014), Li (Appl Linguist 39(1):9–30, 2018), Thibault’s (Ecological Psychology, 23(3):210–245, 2011) conceptions of first-order languaging and second-order language. The central tenet of this chapter is to move beyond an over-emphasis on static, structuralist, named and bounded language systems (a substance-based ontology) to an emphasis on dynamic processes happening in and through mediums interconnecting across multiple timescales (a process-based ontology) to better elucidate sense- and meaning-making practices in the real world.
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Papers by Angel M. Y. Lin
discourse-based approaches in second language acquisition (SLA) research (Celce-Murica & Olshtain, 2005), critical perspectives towards Discourse in second language research have immense implications for reshaping how we conceptualize and study second language learning
and teaching. For example, by rejecting the tendency to view second language learners through the lens of Deficit Discourse, we describe how an asset-based lens can be an alternative, empowering approach, together with translanguaging pedagogies (see also Nikula and Pitkänen-
Huhta, this volume) that can be implemented in our research and professional practices. The chapter concludes by suggesting future research directions based on reflections on current critical Discourse-oriented work.