Abstract
This article drew on the recent dynamic, distributed view of translanguaging and flows and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging.
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