The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view

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