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Looking into Multimodal Translanguaging in CLIL: A Case Study in the Basque Country

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Title: Looking into Multimodal Translanguaging in CLIL: A Case Study in the Basque Country
Language: English
Authors: Maite Amondarain-Garrido (ORCID 0000-0001-7585-0219), Yolanda Ruiz de Zarobe (ORCID 0000-0001-8924-1385)
Source: Journal of Multilingual and Multicultural Development. 2025 46(5):1440-1458.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Content and Language Integrated Learning, Code Switching (Language), Multilingualism, Case Studies, Learning Modalities, Elementary School Teachers, English (Second Language), Language Teachers, Academic Language, Bilingual Education, Teaching Methods, Discourse Modes, Verbal Communication, Nonverbal Communication
Geographic Terms: Spain
DOI: 10.1080/01434632.2024.2429419
ISSN: 0143-4632
1747-7557
Abstract: In recent years, the inherent benefits of translanguaging have been demonstrated on the basis of the mutual dependence of cognition and flexible language use. In the case of CLIL, several authors have embraced translanguaging because it integrates languages and supports the use of a wide range of interactional resources. The CLIL teacher's multilingual competence and the employment of non-linguistic communicative modes in science teaching promote authentic equitable learning experiences. However, the CLIL teachers' multimodal discourse has not yet received much attention in multilingual contexts. The aim of this study is to analyse the discourse of three CLIL teachers in Primary Education following a multimodal mixed method approach with a linguistic annotator [ELAN. 2024. "Nijmegen: Max Planck Institute for Psycholinguistics". V. 6.8 [Computer software]. The Language Archive. https://archive.mpi.nl/tla/elan]. The selection of multilingual episodes of interaction and posterior annotation of linguistic and non-verbal modes facilitates a multimodal microanalysis contextualised in a Basque public school (Spain). Our study shows how the use of Spanish and Basque complemented with gestures and other non-linguistic semiotic modes can promote learners' participation. It further highlights the communicative strategies needed to express particular discourse functions, while underlining the relevance of multilingual and multimodal awareness.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494313
Database: ERIC
FullText Text:
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  Data: Looking into Multimodal Translanguaging in CLIL: A Case Study in the Basque Country
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  Data: <searchLink fieldCode="AR" term="%22Maite+Amondarain-Garrido%22">Maite Amondarain-Garrido</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7585-0219">0000-0001-7585-0219</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yolanda+Ruiz+de+Zarobe%22">Yolanda Ruiz de Zarobe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8924-1385">0000-0001-8924-1385</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Multilingual+and+Multicultural+Development%22"><i>Journal of Multilingual and Multicultural Development</i></searchLink>. 2025 46(5):1440-1458.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 19
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1080/01434632.2024.2429419
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  Data: 0143-4632<br />1747-7557
– Name: Abstract
  Label: Abstract
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  Data: In recent years, the inherent benefits of translanguaging have been demonstrated on the basis of the mutual dependence of cognition and flexible language use. In the case of CLIL, several authors have embraced translanguaging because it integrates languages and supports the use of a wide range of interactional resources. The CLIL teacher's multilingual competence and the employment of non-linguistic communicative modes in science teaching promote authentic equitable learning experiences. However, the CLIL teachers' multimodal discourse has not yet received much attention in multilingual contexts. The aim of this study is to analyse the discourse of three CLIL teachers in Primary Education following a multimodal mixed method approach with a linguistic annotator [ELAN. 2024. "Nijmegen: Max Planck Institute for Psycholinguistics". V. 6.8 [Computer software]. The Language Archive. https://archive.mpi.nl/tla/elan]. The selection of multilingual episodes of interaction and posterior annotation of linguistic and non-verbal modes facilitates a multimodal microanalysis contextualised in a Basque public school (Spain). Our study shows how the use of Spanish and Basque complemented with gestures and other non-linguistic semiotic modes can promote learners' participation. It further highlights the communicative strategies needed to express particular discourse functions, while underlining the relevance of multilingual and multimodal awareness.
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  Data: 2026
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  Data: EJ1494313
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        PageCount: 19
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: Code Switching (Language)
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      – SubjectFull: Verbal Communication
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      – SubjectFull: Spain
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      – TitleFull: Looking into Multimodal Translanguaging in CLIL: A Case Study in the Basque Country
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