Abstract Two conceptions of the linguistic system of bilinguals are in contention. The translanguaging approach supports what we call a unitary view, arguing that bilingualism and multilingualism, despite their importance as sociocultural concepts, have no correspondence in a dual or multiple linguistic system. In our view, the myriad lexical and structural features mastered by bilinguals occupy a cognitive terrain that is not fenced off into anything like the two areas suggested by the two socially named languages. But a strong critique of this view by Jeff MacSwan adopts the familiar position that, while allowing for some overlap, the competence of bilinguals involves language specific internal differentiation. According to this view, which we have called the dual correspondence theory, bilinguals possess two separate linguistic systems whose boundaries coincide with those of the two named languages. Several interdisciplinary considerations point to the lack of initial plausibility of the dual correspondence theory. And the main argument offered by MacSwan in defense of the theory, namely restrictions on code switching, lacks descriptive adequacy and theoretical coherence. The dual correspondence theory has had pernicious effects in educational practices. A much healthier educational climate is created by teachers who adopt the unitary view sponsored by translanguaging.

中文翻译：

---

双语者语言系统的翻译观

摘要双语者的语言系统有两个概念。跨语言方法支持我们所谓的统一观点，认为双语和多语言尽管具有重要的社会文化概念，但在双重或多重语言体系中却没有对应关系。我们认为，双语者掌握的无数词汇和结构特征占据着认知领域，没有像两种社交语言所建议的两个领域那样被围起来。但是杰夫·麦克斯旺（Jeff MacSwan）对这种观点的强烈批评是采用了一种熟悉的立场，即在允许某些重叠的同时，双语者的能力涉及特定于语言的内部分化。根据我们所说的对偶对应理论，双语者拥有两个独立的语言系统，其边界与两种命名语言的边界一致。几个跨学科的考虑指出了双重对应理论缺乏最初的合理性。MacSwan提出的捍卫该理论的主要论点，即对代码切换的限制，缺乏描述性的充分性和理论上的连贯性。双重对应理论在教育实践中产生了有害影响。采用跨语言赞助的统一观点的教师创造了更加健康的教育氛围。即对代码切换的限制，缺乏描述性的充分性和理论上的连贯性。双重对应理论在教育实践中产生了有害影响。采用跨语言赞助的统一观点的教师创造了更加健康的教育氛围。即对代码切换的限制，缺乏描述性的充分性和理论上的连贯性。双重对应理论在教育实践中产生了有害影响。采取译语赞助的统一观点的教师创造了更加健康的教育氛围。