Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective

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