Leveraging mutually shared knowledge through translanguaging in EMI classrooms: combining multimodal conversation analysis with interpretative phenomenological analysis

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Tai, Kevin Wai Hin

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Feb 2, 2025, 8:46:59 AMFeb 2

to Special Interest Group for Translanguaging and Inclusive Education

Dear Members of the SIG,

Very pleased to share this new paper, published in Applied Linguistics Review (SSCI; 2023 Impact Factor 2.1), to examine how teachers can maximize the utilization of mutually shared knowledge, which is not accessible to individuals outside the classroom community, through translanguaging to consolidate students’ content learning.

Theoretically, the findings substantiate the conceptualization of a classroom translanguaging space as a community of practice for learning.

This paper also underscores the value of combining Multimodal Conversation Analysis (CA) with Interpretative Phenomenological Analysis (IPA) (Tai, 2023) to gain a deeper understanding of specific translanguaging moments and the reasoning behind incorporating mutually shared sociocultural knowledge into classroom interactions, which cannot be attained solely through the description of interactional sequences.

Reference:

Tai, K. W. H.*, & Li, L.# (2025). Leveraging Mutually Shared Knowledge through Translanguaging in EMI Classrooms: Combining Multimodal Conversation Analysis with Interpretative Phenomenological Analysis. Applied Linguistics Review. Advance online publication.

Open Access Link: https://doi.org/10.1515/applirev-2024-0256

Best,

Kevin Tai

Professor Kevin W. H. Tai

PhD (UCL), FHEA, FRSA

Assistant Professor of Language and Literacy Education

Co-Director, Centre for Advancement in Inclusive and Special Education

Faculty of Education

The University of Hong Kong

Honorary Research Fellow, IOE, UCL’s Faculty of Education and Society, University College London

Editor, The Language Learning Journal (Routledge)

Assistant Editor, International Journal of Bilingual Education and Bilingualism (Routledge)