The ecological view of subject-specific languaging provides alternative theoretical groundings to re-examine the nexus analytical framework for content and language integrated learning (CLIL), addressing how disciplinary meaning-making in CLIL can be understood as observable material processes, with mediums and flows (Lemke and Lin, 2022) of subject-specific language and beyond. This symposium paper reconceptualises the roles of language and multimodality (Kress & Leeuwen, 1996; Lin, 2016, Liu and Lin, 2021) in CLIL, paying special attention to the research and pedagogical implications of social semiotics orchestration on discipline-specific meaning-making flows as translanguaging and trans-knowledging (Heugh, 2019; Lemke and Lin, 2022).Through mediated discourse analysis (MDA) of qualitative data from multiple sources (focus group discussion, indepth case informant interviews, video-aided lesson and project consultation observations and multimodal co-design of assessment materials) collected in a 13-week case study of an English-medium discipline-specific subject, i.e., a Public Relations-specific content subject provided to plurilingual, pluricultural tertiary students in an EMI higher education institute in Hong Kong, the researcher has adopted a trinocular lens of nexus analysis (Scollons, 2007) to ethnographically investigate the mediated social-inter-actions among different social actors (the teacher-researcher and 89 research informants) along the process/ flow of discipline-appropriate multimodal meaning making. In addition, this symposium paper presents analytical episodes of Public Relations-specific nexus of practice in shared semiotic repertoires-enriched assessment and learning designs for CLIL in Media Kit Project-making with group dynamics. The nexus analysis unfold disciplinary social semiotic flows entangling multimodal composing activities 'across multiple material media and multiple timescales' (Lemke and Lin, 2022) in tailormaking client-centric Public Relations materials. This doctoral research study of disciplinary social semiotics as dynamic materiality flows advances the argument for examining ecological potentials and challenges in orchestrating multimodal resources as trans-semiotic flows (Wu and Lin, 2019, Lin, Wu and Lemke, 2020, Lin, 2022). Such co-weaving trajectories of disciplinary social semiotics flows indicate road-mapping in CLIL as a social-material dialogic process turn for plurilingual, pluricultural teachers and students to co-create discipline-specific multimodality-scaffolds as resource flows among translanguaging and trans-knowledging communities of practice in CLIL (Llinares 2015; Nikula et al. 2016; Garcia, 2019; Hüttner 2020). The research findings entail the significance in overarching convergent interest in CLIL with various renovating conceptual tools, e.g., the Multimodalities-Entextualisation Cylce (MEC) (Lin, 2016; 2019) and the Pluriliteracies Model (Coyle and Meyer, 2021), for encompassing divergent theoretical, methodological, and pedagogical issues. Most importantly, this symposium paper highlights social cohesion values for promoting inclusive professional teacher development in CLIL, socioculturally connecting CLIL teachers in Asia-pacific regions, the Global South and Europe. The research analysis calls for attention to discipline-specific translanguaging and trans-knowledging flow across timescales and moment-to-moment mapping of shared semiotic repertoires (Lin, 2018, Kusters, 2021), paying a dual focus on uplifting discipline-specific trans-knowledging and raising trans-semiotic awareness for CLIL in EMI higher education with creativity and criticality.
