Abstract
Despite the widespread use of mobile digital devices such as iPads in teaching and learning, there is little research on the ways in which content teachers make use of the technological affordances of the iPad to achieve pedagogical goals in bilingual/multilingual classrooms. This article adopts translanguaging as an analytical perspective to explore how the use of the iPad extends the semiotic and spatial repertoires for enabling the English Medium Instruction (EMI) teacher to create a translanguaging space for supporting multilingual students’ learning of new academic knowledge. The data for this article is based on a linguistic ethnographic project in an EMI mathematics classroom in a secondary school in Hong Kong. Multimodal Conversation Analysis is used to analyse the classroom interactional data, triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The article argues that the iPad provides opportunities for the EMI teacher to fully exploit the semiotic and spatial resources for creating a technology-mediated space in the classroom. Such a space in turn allows the teacher to accomplish content teaching and build a more engaging environment for learning.
Highlights
There has been a surge of interest in recent years exploring the use of mobile digital devices, such as iPads, smartphones and tablets, for facilitating student’s language learning processes and how teachers integrate such devices into the pedagogical practices in Corresponding author: Kevin W
The present study aims to expand the existing literature on the role of mobile digital devices, such as iPads, to facilitate content teaching and learning by investigating an under-explored research context, namely English Medium Instruction (EMI) mathematics secondary classes in Hong Kong (HK)
We argue that playful talk creates a translanguaging space in the EMI classroom which allows classroom participants to bring in a range of linguistic and multimodal resources and different kinds of knowledge into the lessons to promote student participation and facilitate content learning
Summary
There has been a surge of interest in recent years exploring the use of mobile digital devices, such as iPads, smartphones and tablets, for facilitating student’s language learning processes and how teachers integrate such devices into the pedagogical practices in Language Teaching Research 00(0)order to maximize the students’ learning opportunities and engagement (e.g. Liu & Chao, 2017). There has been a surge of interest in recent years exploring the use of mobile digital devices, such as iPads, smartphones and tablets, for facilitating student’s language learning processes and how teachers integrate such devices into the pedagogical practices in Language Teaching Research 00(0). Some argue that the use of mobile digital devices makes students’ learning “more meaningful, motivating, and rooted in the personal interests of students” (Warschauer & Cook, 1999: 32). Teachers employ different strategies of using mobile digital devices in different classroom contexts for different purposes (Warschauer, 1999). There is a clear need for empirical studies that investigate how teachers utilize mobile devices to maximize learning opportunities and construct engaging learning experiences for students
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
