Integrating translanguaging and multimodal resources in EMI classrooms: a comparative study of inclusive strategies

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ABSTRACT This study explores pedagogical strategies for multilingual and multicultural classrooms within the context of English Medium Instruction (EMI). Using Multimodal Conversation Analysis (MCA) of EMI lessons, triangulated with interview data, it examines how teachers employ translanguaging practices and multimodal tools (e.g. gestures, technology) to promote comprehension, facilitate meaning-making, and create subject-specific cultures. The findings reveal that translanguaging allows teachers to leverage multilingual and semiotic resources to bridge cultural boundaries – from students’ everyday culture to the academic culture of school subjects – fostering both understanding and inclusion. This study underscores the necessity of moving beyond strict monolingual practices in EMI to prioritize learner inclusion and ensure equitable access to content knowledge. Practical recommendations are provided for educational policies and teaching practices to support learner inclusion in linguistically diverse settings.