The employment of virtual conference tools has created new possibilities for language teaching and learning. Amid the suspension of face-to-face classes at every level of education in most countries globally due to the COVID-19 pandemic, the majority of teachers and students have to make the transition from classroom-based teaching to synchronous online teaching. The virtual environment is significantly different from the physical classroom; consequently, teachers need to bring with them resources from the classroom context and adapt them to the online teaching context in order to promote effective and real-time interactions with students. This virtual ethnographic study investigates how online English teachers create a translanguaging space by transcending the boundaries of modes from a physical face-to-face teaching context to small group online tutorials in order to mediate students' English language learning. Multimodal Conversation Analysis is employed to analyse the online tutorial data and the analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The findings illustrate that the multimodal resources which are typically used in traditional classroom settings by the teachers transcend the boundaries of mode in a social semiotic sense since they are re-enacted in the online tutorial for enhancing the process of online teaching. I argue that such re-enactment highlights online English teachers’ fluid and flexible use of multiple multimodal resources to achieve different pedagogical functions. This study will offer some pedagogical implications to inform the development of a translanguaging pedagogy in an online teaching context.

中文翻译：

---

超越在线语言教学模式的界限：ESL教师同步小组在线辅导的跨语言视角

虚拟会议工具的运用为语言教学创造了新的可能性。受新冠肺炎（COVID-19）疫情影响，全球大多数国家各级教育都暂停了面授课程，大多数教师和学生不得不从课堂教学过渡到同步在线教学。虚拟环境与实体教室有显着不同；因此，教师需要将课堂资源带入在线教学环境，以促进与学生的有效、实时互动。这项虚拟人种学研究调查了在线英语教师如何超越从面对面教学环境到小组在线教程的模式界限，创造一个跨语言空间，以调解学生的英语学习。采用多模态对话分析来分析在线教程数据，并将该分析与使用解释现象学分析进行分析的视频刺激回忆访谈进行三角测量。研究结果表明，教师通常在传统课堂环境中使用的多模态资源超越了社会符号学意义上的模式界限，因为它们在在线教程中被重新制定，以增强在线教学的过程。我认为，这种重演凸显了在线英语教师流动、灵活地使用多种多模式资源来实现不同的教学功能。这项研究将提供一些教学意义，为在线教学环境中跨语言教学法的发展提供信息。