This study investigates how introducing translanguaging as a way to affirm language and culture impacted students’ understandings of learning and teaching in a TESOL certificate course offered at a university in the northeast of the United States. As researchers, teachers, and students committed to justice, we explored the impact of introducing translanguaging in a course that was originally designed as a Sheltered English Immersion (SEI) course through collaborative, qualitative approaches of thematic analysis and macroand micro-level analyses of power based on our unique individual experiences in the classroom. We found across our analysis that introducing translanguaging provided opportunities to shift assumptions and that, overall, students demonstrated critical sociocultural understandings of language that are foundational in teaching for justice. Ultimately, while we recognize the need for more explicit discussion about the purpose and pedagogy of translanguaging, the shifts towards teaching and embracing multilingual and multicultural realities through translanguaging which the study identified can contribute to the field of language education by demonstrating how teachers might open up possibilities in teaching for justice.

中文翻译：

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司法教学：在TESOL本科课程中介绍翻译

这项研究调查了在美国东北一所大学开设的TESOL证书课程中，引入跨语言翻译作为一种确认语言和文化的方式如何影响学生对学与教的理解。作为致力于正义的研究人员，教师和学生，我们通过主题分析的协作，定性方法以及对权力的宏观和微观分析，探讨了在最初设计为庇护英语浸入（SEI）课程的课程中引入翻译的影响。基于我们在课堂上独特的个人经验。我们在分析中发现，引入跨语言翻译提供了改变假设的机会，总的来说，学生表现出对语言的批判性社会文化理解，这是正义教学的基础。最终，尽管我们认识到需要对翻译的目的和教学方法进行更明确的讨论，但通过翻译来教学和拥抱多语言和多文化现实的转变已被研究确定，它可以通过展示教师如何开放来为语言教育领域做出贡献司法教学的可能性。