Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

This article examines translanguaging practices in a content and language integrated learning (CLIL) classroom at the tertiary level context of mainland China. exploratory study investigated an Englishmedium science course, which adopted CLIL approach, Chinese university. Classroom audio-recording data (130 minutes total) was collected to investigate situations purposes teacher’s use translanguaging. The results analysis show that teacher uses provide background knowledge, deepen students’ understandings, improve teaching efficiency, engage students, ensure interactions. Implications for are also discussed this study.