Abstract This article draws on the case of the writing of one boy in grade four and five, to examine multilingual school policy in the classroom, in the form of attitudes and practices, which support students’ identities by affirming their diverse languages and offering spaces for identity negotiation. The case of Jirka negotiating different identities through the writing process, shows the resources that students’ diverse backgrounds constitute, particularly the multilingual resources they bring to school. It is argued that teachers can actively choose to challenge coercive power relations by supporting students’ diversity through the inclusion of diverse language resources, which is particularly important for students who are at risk of being exposed to marginalization or stigmatization. By investing in writing about their identities Jirka and his classmates engaged in developing their minds, in collaboration with peers and teachers, in classrooms that were open for students’ experiences, including their diverse linguistic repertoires.

中文翻译：

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通过多语言写作协商身份：为学生的不同语言开辟空间的当地学校政策

摘要 本文以一名四年级和五年级男孩的写作为例，以态度和实践的形式检验课堂中的多语言学校政策，这些政策通过肯定学生的多种语言并提供空间来支持学生的身份认同。身份协商。Jirka 通过写作过程协商不同身份的案例，展示了学生不同背景所构成的资源，尤其是他们带给学校的多语言资源。有人认为，教师可以通过纳入多样化的语言资源来支持学生的多样性，从而积极选择挑战强制性权力关系，这对于面临边缘化或污名化风险的学生尤为重要。