In this study, we use a transmodal lens to investigate how emergent bilingual (EB) preschoolers employ diverse bodies of knowledge, modalities, and languaging practices to engage in show-and-tell presentations. We also investigate the role of translanguaging in support of children\u27s communication and interaction in this activity. Video data of show-and-tell activity in two dual language preschool classrooms were analyzed for the actional, verbal, and visual modes used by children as well as for features of their transmodal repertoire. Qualitative analyses revealed specific patterns in EB children\u27s employment of multimodal resources, in response to presentation purposes and show-and-tell routines and structures. Children\u27s translanguaging practices were flexible and supported their presentation purposes and participation across show-and-tell routines. Findings have implications for ways of facilitating show-and-tell and how teachers can promote students’ transmodal practices in support of their learning and engagement in this activity
