Despite the widespread use of mobile digital devices such as iPads in teaching and learning, there is little research on the ways in which content teachers make use of the technological affordances of the iPad to achieve pedagogical goals in bilingual/multilingual classrooms. This article adopts translanguaging as an analytical perspective to explore how the use of the iPad extends the semiotic and spatial repertoires for enabling the English Medium Instruction (EMI) teacher to create a translanguaging space for supporting multilingual students' learning of new academic knowledge. The data for this article is based on a linguistic ethnographic project in an EMI mathematics classroom in a secondary school in Hong Kong. Multimodal Conversation Analysis is used to analyse the classroom interactional data, triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The article argues that the iPad provides opportunities for the EMI teacher to fully exploit the semiotic and spatial resources for creating a technology-mediated space in the classroom. Such a space in turn allows the teacher to accomplish content teaching and build a more engaging environment for learning. Copyright ©2024 SAGE Publications.

Prior research on classroom interaction has investigated how the teacher's feedback turn following students' responses can be used to transform students' turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers' translanguaging practices can play a role in shaping students' contributions into pedagogical opportunities for introducing academic terminologies in English-Medium-Instruction (EMI) classrooms. Adopting translanguaging as an analytical perspective, this study explores how an EMI history teacher deploys available linguistic and multimodal resources to connect students' responses with academic concepts and terminologies. The study draws its data from a larger linguistic ethnographic project that took place in an EMI secondary history classroom in Hong Kong. The classroom interaction data is examined using Multimodal Conversation Analysis, and this analysis is further triangulated with video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. This paper argues that the EMI teacher's translanguaging practices facilitate the process of transforming student contributions into academic terminology and concepts. The process of deploying translanguaging for transforming student contributions highlights translanguaging as an important component of the teacher's classroom interactional competence for constructing new configurations of language practices and achieving specific pedagogical purposes. Copyright ©2024 Routledge.

A growing number of studies have explored the ways how teachers contingently respond to students' unexpected responses or a lack of student responses in second language classrooms. From a sociocultural perspective, teacher contingency involves a departure from the lesson plan in local response to the unexpected or unforeseeable actions in the classroom interactions (van Lier, 2001). This study adopts translanguaging as an analytical perspective in order to examine how a teacher employs various resources to contingently respond to students' initiatives and reformulate his utterances in order to prompt student participation. The data are based on a larger linguistic ethnographic project in a Hong Kong English-Medium-Instruction secondary history classroom. This paper reconceptualizes the notion of teacher contingency and argues that the process of how the teacher contingently responds to the unexpected outcomes that arise in real-time interactions is a process of translanguaging. Such a process requires the teacher in orchestrating the available linguistic and multimodal resources to construct pedagogical actions on the spot, instead of being planned in advance. Copyright ©2024 Oxford University Press.

A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a intensive fieldwork in an EMI secondary history classroom in Hong Kong. Multimodal Conversation Analysis is deployed to analyse the classroom interactional data. The classroom analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The study's crucial theoretical contribution is that it broadens our comprehension of an EMI classroom as an integrated translanguaging space, which may involve various fluid and mobile translanguaging sub-spaces. This paper aims to illustrate the process of engaging students affords the teacher to create different translanguaging sub-spaces at a whole-class level and at an individual level. It is argued that creating these translanguaging sub-spaces requires the teacher to mobilise available resources for catering for the different needs of all students, which promotes interaction and inclusion in the classrooms. Copyright ©2025 Routledge.

Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students' mathematical learning. However, there is little research on the ways in which bi/multilingual mathematics teachers can make use of diverse multilingual and multimodal resources to keep students engaged in learning abstract mathematical knowledge. This article aims to explore how an English-medium-instruction (EMI) mathematics teacher creates different hypothetical scenarios through embodied enactments to enhance students' mathematical understanding and motivate students' interest in learning mathematics. The data of this study is obtained from a focused classroom observation in a Hong Kong EMI secondary mathematics classroom. Multimodal conversation analysis is employed to analyse the classroom interaction data, and the analysis is triangulated with video-stimulated-recall interviews which are analysed with interpretative phenomenological analysis. This article aims to extend the notion of embodied enactment as a form of translanguaging to facilitate mathematical learning and develop students' motivation in learning mathematics in the EMI setting. Particularly, this article argues that embodied enactment creates a translanguaging space for the EMI teacher to achieve mathematical teaching. Copyright ©2023 Sage Publications Ltd.

In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students' everyday culture to cultures of school science and mathematics. Copyright ©2021 Springer.

This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students’ translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students’ understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting. Copyright © 2021 Taylor & Francis Ltd.

Recent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to achieve various pedagogical goals including building rapport, facilitating content explanation and promoting meaningful communication with students. The analysis demonstrates that translanguaging appears to be a critical resource and that several social factors, including the teacher's personal belief, history, sociocultural, and pedagogical knowledge, play a role in constructing playful talk. The playful talk transforms the classroom into a translanguaging space, which in turn allows the teacher and students to perform a range of creative acts and experiment with a variety of voices to facilitate the meaning making and knowledge construction processes. Copyright © 2021 Oxford University Press.

Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in order to produce desirable learning outcomes. Current research has paid little attention to the ways in which content teachers and students jointly negotiate new knowledge in bi/multilingual classrooms. Based on data collected from a linguistic ethnography in Hong Kong English-Medium-Instruction secondary mathematics classrooms, this paper uses translanguaging as an analytical perspective to analyse how the EMI teacher and students co-learn in the classroom. The data are analysed using Multimodal Conversation Analysis and triangulated with the video-stimulated-recall-interviews which are analysed using Interpretative Phenomenological Analysis. The paper argues that translanguaging creates a safe space for co-learning that emphasises equity in knowledge construction and challenges the hierarchical relationship between the teacher and the learner. Copyright © 2021 Routledge.