Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and examination of students’ engagement with the content taught in a set of translanguaged lessons. These lessons were based on a language-based English reading curriculum for Spanish-English bilingual upper elementary students. Our approach to translanguaging pedagogy was characterized by a) use of bilingual texts; b) flexible language use; and c) bilingual language instruction. This article focuses on the lessons that addressed morphology and syntax instruction. Within an ethnomethodological approach, the discourse and interactions during the morphology and syntax instruction components of the lesson-cycles were examined to understand how students engaged with the language structures taught, and how translanguaging manifested in their talk about language. Our analyses revealed translanguaging as enabling students to perform linguistic analyses in which they: (a) established connections between English and Spanish morphemes; b) compared English and Spanish morphology and syntax; and c) explored alternative syntactic structures. As such, translanguaged instruction supported students’ metalinguistic awareness and cognitive engagement, and enabled them to position themselves as expert linguists. This study provides evidence about the affordances of translanguaged literacy instruction, which is needed to continue stimulating the ideological shift from monolingual to multilingual perspectives in the education of bilingual students.

中文翻译：

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跨语言理解语言

跨语言教学法作为一种识别和建立在多语种学生语言资源上的方法正在获得广泛认可。跨语言教学法的研究主要集中在课堂语言实践上，而对跨语言教学的设计和实施的研究却很有限。该试点研究通过设计、实施和检查学生对一系列跨语言课程中教授的内容的参与，为跨语言教学的知识库做出贡献。这些课程基于针对西班牙语-英语双语高年级小学生的基于语言的英语阅读课程。我们跨语言教学法的特点是 a) 使用双语文本；b) 灵活的语言使用；c) 双语教学。本文侧重于解决形态学和句法教学的课程。在民族方法学方法中，检查了课程周期的形态和句法教学部分期间的话语和互动，以了解学生如何参与所教授的语言结构，以及跨语言如何在他们谈论语言时表现出来。我们的分析表明，跨语言使学生能够进行语言分析，其中：(a) 在英语和西班牙语语素之间建立联系；b) 比较英语和西班牙语的形态和句法；c) 探索替代句法结构。因此，跨语言教学支持学生的元语言意识和认知参与，并使他们能够将自己定位为专家语言学家。