Abstract In this article, the nuanced complexities of translanguaging practices in teacher-pupil interaction are studied. Negotiation of teacher-pupil translanguaging practices is analysed in a diverse classroom in a monolingual school context in which other languages than the language of instruction are not accepted. Throughout the selected English course, translanguaging practices including different named languages (i.e. French, Dutch, English, Arabic) unfold in teacher-pupil interaction. Whereas the teacher merely has to safeguard boundaries between languages according to modernist school structures, results also indicate that the management of pupils’ translanguaging by a teacher in a multilingual, postmodern context guided by modernist institutional rules is negotiated in interaction. This negotiation of translanguaging practices in interaction is guided by power inequalities and impacts on the teacher’s professional identity and on the valorisation of features of named languages. As a result, pupils’ and teacher’s linguistic practices can be situated on different parts of a translanguaging continuum, from more hybrid to more bounded.

中文翻译：

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老师微妙的互动舞蹈：布鲁塞尔荷兰中学中师生跨语言实践的协商

摘要 本文研究了师生互动中跨语言实践的微妙复杂性。师生跨语言实践的谈判在单一语言学校环境中的多元化课堂中进行分析，其中不接受教学语言以外的其他语言。在整个选定的英语课程中，包括不同命名语言（即法语、荷兰语、英语、阿拉伯语）在内的跨语言实践在师生互动中展开。尽管教师只需要根据现代主义学校结构来保护语言之间的界限，但结果还表明，在现代主义制度规则的指导下，教师在多语言、后现代背景下对学生跨语言的管理是在互动中协商的。这种交互中跨语言实践的协商受权力不平等以及对教师专业身份和命名语言特征的影响的影响。因此，学生和教师的语言实践可以位于跨语言连续体的不同部分，从更混合到更有限。