Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

Pointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate between learner–learner, learners–teachers, and learners–learning materials in Content Language Integrated Learning (CLIL) science hybrid learning due COVID-19 pandemic. This photovoice spotlighted Indonesian primary school teachers’ initiatives helping their pupils enhance English proficiency while mathematics. We investigated efforts for scaffolding when teaching mathematics first graders, with a particular focus on translation, translanguaging, trans-semiotizing. As collaborative research, involved mathematics’ teacher her co-teacher provide photos how trans-semiotizing practiced within PPIs. The teachers described using SHOWeD technique before we analyzed data thematically, then returned them validation. Results showed successful practices trans-semiotizing, some challenges arouse because time limitation recommended government. Translation enhanced students’ academic social performances but required longer implementation. Meanwhile, was advocated strengthen teacher’s translanguaging students' proficiency. Feasibility alternating L2 L1 interaction connecting semiotic resources negotiate meaning are suggested practice if should be conducted continuously during new normal.