Abstract While extant scholarship has examined the development of in-service teachers' translingual disposition (Canagarajah, 2013), less is known about how teacher education might foster the development of a translingual disposition among monolingual native English-speaking (NES) teacher candidates (TC). Using van Leeuwen's (2008) critical discourse analysis, this study investigates how one NES TC negotiates assimilationist language ideologies in the U.S. throughout the development of her translingual disposition through an English as a Second Language teaching practicum course. Findings reveal that while it is possible for a monolingual NES TC to develop a translingual disposition, the process is messy and often butts up against well-sedimented ideologies. Implications suggest that teachers and teacher educators alike must problematize broader ideologies and their own culpability in perpetuating linguistic and racialized oppression in order to develop the translingual dispositions needed to co-construct classrooms as democratic translanguaging spaces.

中文翻译：

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（重新）想象一个跨语言的自我：改变一名单语教师候选人的语言镜头

摘要 虽然现有的学术研究考察了在职教师的跨语言倾向的发展 (Canagarajah, 2013)，但对教师教育如何促进以单语为母语的英语 (NES) 教师候选人 (TC) 的跨语言倾向的发展知之甚少。 ）。本研究使用 van Leeuwen (2008) 的批判性话语分析，调查了一位 NES TC 在通过英语作为第二语言教学实习课程发展其跨语言倾向的整个过程中如何协商美国的同化语言意识形态。调查结果表明，虽然单语 NES TC 有可能发展出跨语言倾向，但这个过程很混乱，并且经常与已经形成的意识形态相冲突。