Curriculum Mapping and Bridging Pedagogies: A social semiotic synthesis of Language-across-the-curriculum workshops for Social Science students

Based on better informed decision-making (Halliday, 2013; Lin, 2016; Lin, 2020) in Language-across-the-Curriculum (LAC) materials co-design that may potentially raise social semiotic awareness in Social Science-specific logic-of-inquiry, this paper investigates the potentials and challenges in providing a stress-free and non-credit bearing collaborative platform for teachers and students to interact and co-create social semiotics resources for disciplinary meaning-making (Danielsson, 2016) and multimodal orchestration of texts, people and resources (Lemke, 1998; Lin, 2016) in Social Sciences. Based on better informed decision-making (Halliday, 2013; Lin, 2016; Lin, 2020) in Language-across-the-Curriculum (LAC) materials co-design that may potentially raise social semiotic awareness in Social Science-specific logic-of-inquiry, this paper investigates the potentials and challenges in providing a stress-free and non-credit bearing collaborative platform for teachers and students to interact and co-create social semiotics resources for disciplinary meaning-making (Danielsson, 2016) and multimodal orchestration of texts, people and resources (Lemke, 1998; Lin, 2016) in Social Sciences. This panel paper pinpoints at the research and pedagogical implications of translating SFL multimodality theories into teacher and student-friendly materials and teaching/ learning experience co-designs for dialogic reflection and evidence-based practice (Mann & Walsh, 2017) supporting EAC-driven academic literacies development for plurilingual, pluricultural teachers and students in local tertiary education.