Translanguaging and transknowleding towards critical and inclusive CLIL in plurilingual settings [Symposium Panel Presenter 5] [Chaired by Dr April Liu, EDUHK]: Co-developing Spatial Repertoires for Inclusive CLIL: Translanguaging and Trans-semiotizing Agency for Activating Laboratory-guided Science Literacy [Higher Education in Hong Kong]

To support a multimodal transknowledging framework in science education (Heugh et al., 2021; Tang et al., 2022), researchers and teachers are collaborating to co-develop spatial repertoires for inclusive content ad language integrated learning. In Hong Kong, CLIL Science classrooms scaffolding (Lo & Lin, 2021) places dual focus on both the additional “Language” and target “Content” subject area for knowledge co-making among plurilingual teachers and students whose native languages are not the target language (i.e., English). This paper highlights the research gap in developing critical perspectives (Sohn et. al., 2022) towards CLIL through activating translanguaging and trans-semiotizing agency in science tertiary education in Hong Kong. This research paper first critically examines how deficit-based perspectives in CLIL may favour monolingual practice and logocentric elitism in Science literacy and education. Then, this paper brings attention to the ways spatial repertories may mobilise laboratory meaning co-making in Science tertiary education. Triangulated with teaching video observations, semi-structured individual interviews, focus group discussion and course materiality review in two 13-week laboratory-guided Science literacy courses completed by over 200 Science majors in an EMI higher education in 2020-23, this design-based research (Philippakos et al., 2021) elucidates both potentials and challenges encountered in building up mutually inclusive use of teacher-to-student and student-to-student trans-modal scaffolding resources interculturally contextualized as spatial repertoires in laboratory-guided transknowledging through a 3-year-plan English-in-the-discipline workshops funded project promoting asset-based pedagogy, e.g., the Multimodalities-Entextualisation Cycle (Lin, 2016; 2020) in a community college in Hong Kong. Research findings illustrate how translanguaging and materiality flows (Lin et al., 2020; Lemke and Lin, 2022) may consolidate asset-based models in CLIL for Science subjects. At its core, this paper projects a forward-looking perspective in co-developing critical social semiotic awareness towards CLIL, breaking through the limitations in viewing content and language as separate entities and linear-logocentric meaning-making agendas for Science education.