Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in order to produce desirable learning outcomes. Current research has paid little attention to the ways in which content teachers and students jointly negotiate new knowledge in bi/multilingual classrooms. Based on data collected from a linguistic ethnography in Hong Kong English-Medium-Instruction secondary mathematics classrooms, this paper uses translanguaging as an analytical perspective to analyse how the EMI teacher and students co-learn in the classroom. The data are analysed using Multimodal Conversation Analysis and triangulated with the video-stimulated-recall-interviews which are analysed using Interpretative Phenomenological Analysis. The paper argues that translanguaging creates a safe space for co-learning that emphasises equity in knowledge construction and challenges the hierarchical relationship between the teacher and the learner.