Abstract
ABSTRACT The Multimodalities-Entextualization Cycle (MEC), proposed by Lin (2015, Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). Language, Culture and Curriculum, 28(1), 74–89), is a curriculum model designed for teachers to systematically incorporate translanguaging in lessons. Limited studies have addressed the implementation of this model. Further, the significance of teacher-researcher collaboration in translanguaging design is recognized, but the depth of researcher involvement in the co-design process remains unclear. Therefore, this study examined how a novice teacher integrated translanguaging within the MEC model to teach a Science topic in a Chinese DLBE context, focusing on the dynamics of teacher-researcher collaboration and its impact on the planning process. The findings reveal that throughout the learning segment, the teacher intentionally incorporated elements from each stage of the MEC model, along with translanguaging practices, to build students’ background knowledge, facilitate learning, differentiate instruction, and assess student progress according to their needs. This collaborative process not only enhanced the implementation of the MEC model but also provided significant professional development and mentorship opportunities for the teacher. The study underscores the necessity of targeted support for novice teachers in applying translanguaging and the MEC model, emphasising that teacher-researcher collaboration should extend beyond theoretical discussions to offer guidance and strategies that are responsive to the specific needs of both teachers and students.
Published Version
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