Focusing on the case of Foreign Language (FL) teacher preparation, this article makes the case that when teacher candidates conceptualize and in turn represent to students singular notions of national culture, they may be perpetuating existing social relationships of marginalization. As a means to break this cycle at the level of teacher education, the concept of legitimate pluralities is introduced. This concept is an application of discursive theories of nationalism to the context of language teacher education and refers to a teacher perspective that legitimizes diverse cultural expressions of the nation conventionally erased from classroom representations. Legitimate pluralities calls on teachers to contextualize the national mainstream as one possibility out of other potentials and to re-assert national representation on inclusive rather than exclusive grounds. Illustrative examples from teacher education coursework are provided.

中文翻译：

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合法的多元性：让未来的语言教育者准备好从包容的角度看待民族文化

本文着眼于外语 (FL) 教师准备的案例，说明当教师候选人概念化并反过来向学生表达民族文化的单一观念时，他们可能会使现有的边缘化社会关系永久化。作为在教师教育层面打破这种循环的一种手段，引入了合法多元化的概念。这个概念是民族主义话语理论在语言教师教育背景下的应用，指的是教师的观点，使传统上从课堂表现中抹去的民族多元文化表达合法化。合法的多元性呼吁教师将国家主流作为一种可能性从其他潜力中脱颖而出，并在包容性而非排他性的基础上重新确立国家代表性。提供了来自教师教育课程的说明性示例。