In this article, Tai (2021) explored translanguaging pedagogies within the context of an English as a Medium of Instruction high school in Hong Kong. Tai explored how translanguaging pedagogies could serve the needs of South Asian ethnic minoritized students, who had different linguistic and cultural backgrounds than most students and teachers in their school. Tai found translanguaging pedagogies served as an inclusive practice within a mathematics classroom. He proposes translanguaging as an analytical perspective which shifts attention “from using different linguistic codes for promoting inclusion to the way that teachers can create diverse multilingual, multimodal and multisensory signmaking practices for making learning accessible for all in a multilingual EMI classroom” (p. 34). Through inclusive translanguaging pedagogies, the teacher transformed the traditional English-only approach to one which brought minoritized students from the periphery by allowing all students to draw on their linguistic and cultural resources.