In this article, Williams (2022) investigates the use of gestures and models by fifth-grade emergent bilinguals during translanguaging in a content and language integrated learning (CLIL) science class in Hong Kong. The study, grounded in the theory of multiliteracies, views language as a semiotic system encompassing both linguistic and non-linguistic modes of communication. Conducted over nine months in an independent school, the research involved 10 fifth-grade students and analyzed video recordings of their interactions during science lessons. Williams explores how students shifted between oral, gestural, and tactile modes to facilitate the understanding and communication of science concepts. Findings reveal that students employed non-linguistic modes in four distinct ways: replacement, support, demonstration, and imitation. For example, gestures and tactile moves often replaced unknown words, aiding in the expression of complex ideas. The study concludes that translanguaging as a semiotic process allows emergent bilinguals to engage more fully in science discourse, practice and mediate the target language, and make meaning of the content. Williams calls for further research on the semiotic aspects of translanguaging to enhance understanding in bilingual education.