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Spatial construction for ideational meaning: An analysis of interior design students’ multimodal projectsMultimodality is an inter-disciplinary approach that considers communication to be more than just language. Multimodal studies focus mostly on the analysis of twodimensional printed, digital, and screen production. This paper explores a multimodal pedagogic approach used to teach students to create interior design projects as threedimensional ensembles, which we reflect upon to contribute to the framework of multimodality. This qualitative research begins with a review of multimodal discourse establishing language as a system of choice, and a relationship between spatial design and language. A case-study of students’ multimodal ensembles reveals how the design choices of mode, semiotic resource, modal affordance and inter-semiosis led to students producing rich and inclusive meaning, supporting a reproductive health mandate. An interpretive semiotic framework based on Hallidayan principles of Systemic-functional linguistics is developed for spatial meaning-making analysis for future projects. The findings offer a narrative metalanguage for spatial meaning-making, contributing to broader interior design discourse.