Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

Abstract

AbstractPointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate interactions between learner–learner, learners–teachers, and learners–learning materials in Content and Language Integrated Learning (CLIL) science hybrid learning due to the COVID-19 pandemic. This photovoice study spotlighted Indonesian primary school teachers’ initiatives in helping their pupils enhance their English proficiency while learning mathematics. We investigated their efforts for scaffolding when teaching mathematics to the first graders, with a particular focus on translation, translanguaging, and trans-semiotizing. As collaborative research, this photovoice study involved a mathematics’ teacher and her co-teacher to provide photos of how translation, translanguaging, and trans-semiotizing were practiced within the PPIs. The teachers described their photos using the SHOWeD technique before we analyzed the data thematically, then returned them to the teachers for validation. Results showed successful practices of translation, translanguaging, and trans-semiotizing, while some challenges arouse because of time limitation for hybrid learning recommended by the Indonesian government. Translation enhanced the students’ academic and social performances but required longer time of implementation. Meanwhile, trans-semiotizing was advocated to strengthen the teacher’s translanguaging because of the students' English proficiency. Feasibility of alternating L2 and L1 in interaction and connecting them with semiotic resources to negotiate meaning are suggested to practice if hybrid learning should be conducted continuously during new normal.

Keywords

• CLIL
• mathematics
• pointed polysynchronous interactions
• translanguaging
• translation
• trans-semiotizing