Adopting a translanguaging perspective, this article examines interlocutors? orientations to, and use of, multidialectal and multilingual practices during second language (L2) Arabic conversations-for-learning beyond the classroom in a study abroad program. The study argues that participants? translanguaging practices challenge monolingual ideologies and the program's monodialectal policy of using only Modern Standard Arabic (MSA) in institutional talk beyond the classroom. Audio-recorded dyadic interactions between L2 Arabic learners and their native speaker conversation partners show how multidialectal and multilingual practices can work as a valuable interactional resource that multilinguals draw upon for productive interactions to enhance meaning-making, identity negotiation, and knowledge construction. In addition, participants seem to give precedence to intersubjectivity over monodialectal and monolingual language policies through their use of these translanguaging practices.

中文翻译：

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L2 阿拉伯语出国留学中的跨语言：超越机构谈话中的单语实践

本文采用跨语言视角，考察对话者？在出国留学计划的课堂以外的第二语言（L2）阿拉伯语对话中，对多方言和多语言实践的定位和使用。该研究认为，参与者？跨语言实践挑战了单语意识形态和该计划在课堂以外的机构谈话中仅使用现代标准阿拉伯语 (MSA) 的单一方言政策。L2 阿拉伯语学习者和他们的母语对话伙伴之间的录音二元互动展示了多方言和多语言实践如何作为一种宝贵的互动资源发挥作用​​，多语言者可以利用这种资源进行富有成效的互动，以增强意义制定、身份协商和知识构建。此外，