ABSTRACT Scholarship suggests that bilingual students’ translanguaging skills – their multilingual and multimodal communicative competencies – should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them. Nevertheless, much of the scholarship in this area considers students’ language practices in unmonitored classroom moments, often in violation of curriculum language expectations for monolingual usage. This qualitative study draws upon 1 year of ethnographic observation and field notes, audio-recorded classroom interactions, and semi-structured interviews in a 5th grade dual immersion (DI) classroom to examine one teacher’s deliberate allowances for translanguaging despite administrative language separation requirements and the ambivalence they produced, and students’ subsequent meaning-making processes in class. This work highlights the particular dispositions and curriculum arrangements that teachers can rely upon to create a dynamic bilingual environment for students and offers insights into how teachers of emergent bilingual students should be prepared.

中文翻译：

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“真正的力量所在”：学生跨语言和支持教师的性格

摘要奖学金建议双语学生的跨语言技能——他们的多语言和多模态交际能力——应该被用作一种宝贵的意义创造资源，并且跨语言教学法可以破坏语言等级和构成它们的种族、阶级和国家意识形态。尽管如此，该领域的大部分奖学金都考虑了学生在不受监控的课堂时刻的语言实践，这往往违反了对单语使用的课程语言期望。这项定性研究借鉴了 1 年的民族志观察和实地记录、录音课堂互动、在 5 年级双沉浸 (DI) 课堂中进行半结构化访谈，以检查一名教师在行政语言分离要求和他们产生的矛盾心理的情况下故意允许跨语言，以及学生随后在课堂上的意义构建过程。这项工作突出了教师可以依靠的特殊性格和课程安排，为学生创造一个充满活力的双语环境，并提供了关于应如何准备新兴双语学生的教师的见解。