A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI)
teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward
and meeting the pedagogical goals. The data for this study is based on
a intensive fieldwork in an EMI secondary history classroom in Hong
Kong. Multimodal Conversation Analysis is deployed to analyse the classroom interactional data. The classroom analysis is triangulated with the
video-stimulated-recall-interviews that are analysed using Interpretative
Phenomenological Analysis. The study’s crucial theoretical contribution
is that it broadens our comprehension of an EMI classroom as an integrated translanguaging space, which may involve various fluid and
mobile translanguaging sub-spaces. This paper aims to illustrate the
process of engaging students affords the teacher to create different
translanguaging sub-spaces at a whole-class level and at an individual
level. It is argued that creating these translanguaging sub-spaces
requires the teacher to mobilise available resources for catering for the
different needs of all students, which promotes interaction and inclusion
in the classrooms
