This article proposes a relational reframing of liminality in higher education. Drawing on Festinger's theory of cognitive dissonance and the semiotic interpretation of liminality by Land et al., we argue that liminality is not merely an internal blockage within the learner, but a symbolic and relational misalignment between teacher and student. To address this misalignment, we introduce a relational grammar grounded in four dimensions of meaning-making: semiotic, cognitive, epistemological, and ontological. These dimensions are turbulent for learners but often routinized for teachers - a gap intensified by the 'illusion of the expert'. We present pedagogical resonance as the mediating response to this dissonance, enabling teaching strategies that attune to the learner's symbolic landscape. This article provides a conceptual diagram, a typology of internal turbulence, and a set of relational teaching strategies designed to support pedagogical resonance in liminal learning spaces. Ultimately, we argue that to teach for transformation is to re-enter the symbolic terrain of the learner - not with the illusion of mastery, but with the courage to resonate across fragile bridges of shared understanding.