This study of language crossing moves away from the scenes of multi-ethnic heteroglossia that have dominated the research, and turns instead to a setting affected by major conflict where the language of the traditional enemy has been introduced to secondary schools as part of a reconciliation initiative. This generates a radically different view of crossing and the environment in which it emerges: schooling counts more than popular culture; inter-generational links matter as much as peer relations; and ‘technical redoing’ is a more important key for crossing than ‘make believe’, ‘contests’, or ‘ceremonials’ (Goffman 1974). With a very different profile of this kind, crossing retains and extends its significance, pointing to a sociolinguistic practice that also occurs in official sites struggling with a legacy of violence and acute division. (Crossing, conflict legacy, language learning, classrooms, keying)*

中文翻译：

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不一样的穿越

这项关于语言交叉的研究摆脱了主导研究的多民族异语的场景，转而转向受重大冲突影响的环境，作为和解倡议的一部分，传统敌人的语言被引入中学. 这产生了一种完全不同的跨界观点及其出现的环境：学校教育比流行文化更重要；代际联系与同伴关系一样重要；并且“技术重做”比“假装”、“比赛”或“仪式”更重​​要（Goffman 1974）。在这种截然不同的情况下，交叉保留并扩展了它的意义，指向一种社会语言学实践，这种实践也发生在与暴力和严重分裂遗留问题作斗争的官方网站中。