Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

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