Affordances and challenges of multimodal literacy infused science pedagogy: A case of Hong Kong EMI science classroom

In English medium instruction (EMI) classrooms, teachers draw on different multimodal semiotic resources to facilitate English language learners’ (ELLs) acquisition of disciplinary knowledge. EMI researchers argue that this approach can bridge first language (L1) and second language (L2) semiotic resources. In this chapter, we explore the use of multimodal literacy-infused science pedagogy (MLISP) in teaching nature of science in EMI classrooms. MLISP refers to the teachers’ strategies in developing students’ competence in using multimodal representations in learning subject content such as science. Developing students’ competence in using multimodal representations can be facilitated by teachers’ strategic use of multimodal representations in unfolding clauses and sentences in learning science. However, this approach might also present challenges in EMI classrooms. Firstly, language policy in some regions does not allow a flexible use of L1 and L2. Secondly, a sole dependence on multimodal representations might present cognitive load to ELLs who need to integrate both language and visual semiotic resources. To illustrate the affordances and challenges of MLISP, we carry out multimodal discourse analysis on a half-an-hour online lesson in teaching nature of science in grade 8 EMI science classrooms in Hong Kong SAR. We aim to characterize the opportunities and challenges offered by MLISP in an EMI setting. The findings might inform the development and revision of MLISP in EMI classrooms. Copyright © 2025 Fei Victor Lim, Jack Pun and contributors.