CLIL teacher online professional development in translanguaging and trans-semiotizing: A pedagogy of multiliteracies

Abstract

Theories of translanguaging and trans-semiotizing have gained relevance in the design of learning in CLIL classrooms. However, while many studies have shown the benefits of these pedagogies, scarce research has explored CLIL teacher professional development (PD) in this field. In this paper, I intend to measure the effectiveness of an online pedagogy of multiliteracies, which embraces translanguaging and trans-semiotizing, to enhance CLIL teachers’ semiotic awareness to design learning experiences that improve students’ comprehension. The study was conducted on a multicultural group of 200 CLIL teachers from Spain, Colombia and Ecuador. They worked with primary and secondary students in multilingual contexts where a Spanish dialect, or a coofficial, an indigenous or a Creole language was the L1, and English the L2. The data were collected from two sources, an initial survey and a final essay. The content analysis of the dataset revealed that the learning intervention positively influenced teachers’ pre-existing beliefs and PD. They showed a more accurate conceptualisation of translanguaging and trans-semiotizing, were more aware of their multimodal literacy practices to make new content comprehensible in CLIL classrooms, and identified potential improvements in their communication processes related to the two concepts.