PURPOSE This exploratory study developed a process for reinterpreting previously published research studies in the bilingual literature. Three previously published studies on bilingual phonological acquisition were revisited due to the following characteristics: (a) they applied a theoretical framework for bilingual speech production developed by white bilingual researchers, the dual-systems hypothesis, and (b) project data were interpreted without the input and perspective of researchers representative of the community being studied. This study aims to provide a guide for the readership to reinterpret developmental speech and language studies on bilingual children through (a) the theoretical framework of translanguaging, which was developed by minoritized bilingual scholars and members of the community being studied, and (b) community Insider lenses, or the perspectives of research team members whose lived linguistic experiences match those of the target population studied. METHOD Original interpretations of data were reexamined and reinterpreted incorporating (a) a research team member from the target community and (b) a novel theoretical lens developed by members of the target community called translanguaging. RESULTS Original findings were extended through the application of translanguaging as a theoretical lens. New interpretations of original data were uncovered when a researcher from the Latinx community was involved in the data interpretation process. New insights were gained on phonological acquisition in bilingual Spanish-English-speaking preschoolers by applying a reinterpretation framework. CONCLUSIONS Differences in data interpretation reveal that translanguaging may improve understanding of languaging in bilingual/multilingual communities. Implications for development of representative research teams when examining minoritized pediatric populations are also discussed.

中文翻译：

---

重塑双语习得和理论：通过跨语言视角的内部视角。

目的 这项探索性研究开发了一个重新解释先前发表的双语文献研究的过程。先前发表的三项关于双语语音习得的研究由于以下特点而被重新审视：（a）它们应用了由白人双语研究人员开发的双语语音产生的理论框架、双系统假设，以及（b）项目数据的解释没有代表正在研究的社区的研究人员的意见和观点。本研究旨在通过（a）由少数双语学者和所研究的社区成员开发的跨语言理论框架，以及（b）社区，为读者重新解释双语儿童发展性言语和语言研究提供指导。内部视角，或生活语言经验与研究目标人群相匹配的研究团队成员的观点。方法 对数据的原始解释进行了重新审查和重新解释，纳入了（a）来自目标社区的研究团队成员和（b）由目标社区成员开发的称为跨语言的新颖理论镜头。结果 通过应用跨语言作为理论视角，原始发现得到了扩展。当来自拉丁裔社区的研究人员参与数据解释过程时，发现了对原始数据的新解释。通过应用重新解释框架，对西班牙语-英语双语学龄前儿童的语音习得获得了新的见解。结论 数据解释的差异表明，跨语言可以提高双语/多语言社区对语言的理解。还讨论了在研究少数儿科人群时对代表性研究团队发展的影响。