Although rural U.S. school districts are experiencing increases in emergent multilingual learners (EMLLs), many lack the resources for employing TESOL‐specialized staff or training mainstream teachers in how to meet these students’ needs (Freeman Field, n.d.). Indeed, professional development (PD) in TESOL is a continued, persistent necessity for all teachers working with linguistically and culturally diverse students (Pettit, 2011). This article examines the role of sustained PD in shaping the beliefs and practices regarding EMLLs of educators in a rural school district. Three focal participants engaged in PD sessions on translanguaging pedagogies. Data from interviews, instructional observations, and focus groups showed articulation of a translanguaging stance. Participants demonstrated pedagogical flexibility and a collective sense of responsibility (indexed by the phrase “it is a village”) as well as other beliefs and practices characteristic of translanguaging stance, design, and shifts (García, Ibarra Johnson, & Seltzer, 2017). This study addresses a gap in TESOL research regarding how PD can shape educators’ attitudes toward and practices with EMLLs. Furthermore, by incorporating often‐overlooked members of elementary school ecologies, such as literacy coaches and world languages teachers, this study emphasizes the valuable role that these individuals can play in supporting EMLLs schoolwide.

中文翻译：

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“这是一个村庄”：在农村学区翻译教学法和集体责任

尽管美国农村学区的新兴多语言学习者（EMLL）数量正在增加，但许多地区仍缺乏资源来雇用TESOL专业人员或培训主流教师如何满足这些学生的需求（Freeman Field，nd）。确实，TESOL的专业发展（PD）对于与语言和文化背景各异的学生一起工作的所有教师而言，都是持续不断的必要条件（Pettit，2011年）。本文研究了持续性PD在塑造有关农村学区教育工作者的EMLL的信念和实践中的作用。三名重点参与者参加了有关翻译教学法的PD会议。来自访谈，指导性观察和焦点小组的数据表明了一种翻译语言的表达。参与者展示了教学上的灵活性和集体责任感（用“这是一个村庄”来表述），以及其他以语言立场，设计和转变为特征的信念和实践（García，Ibarra Johnson和Seltzer，2017）。这项研究解决了TESOL研究中PD在如何塑造教育者对EMLL的态度和实践方面的空白。此外，通过纳入经常被忽视的小学生态学成员，例如扫盲教练和世界语言老师，本研究强调了这些人在支持整个学校的EMLL中可以发挥的宝贵作用。这项研究解决了TESOL研究中PD在如何塑造教育者对EMLL的态度和实践方面的空白。此外，通过纳入经常被忽视的小学生态学成员，例如扫盲教练和世界语言老师，本研究强调了这些人在支持整个学校的EMLL中可以发挥的宝贵作用。这项研究解决了TESOL研究中PD在如何塑造教育者对EMLL的态度和实践方面的空白。此外，通过纳入经常被忽视的小学生态学成员，例如扫盲教练和世界语言老师，本研究强调了这些人在支持整个学校的EMLL中可以发挥的宝贵作用。