ABSTRACT As culturally and linguistically diverse classrooms become increasingly common, research looking at ways teachers can support language and literacy practices of all students in these spaces is needed. Using qualitative methods, this project examined second-grade, multilingual students’ practices during a Writing Workshop activity that invited them to use both their heritage languages and English. Specifically, this study investigated the translation practices developed by students over the course of one school year as they translated for one another by adding heritage language audio recordings to eBooks. Across the year, students developed and used increasingly more sophisticated translation practices, including: (1) full text, (2) word-by-word, (3) phrase-by-phrase, and (4) stop/clarify. The study also explored how students positioned themselves and others as they engaged in these translation practices. Findings suggest that, as students requested translation and bid to act as translators, they interactionally positioned themselves and others as holding valuable linguistic resources.

中文翻译：

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新兴双语学生在电子书写作过程中的翻译实践

摘要 随着文化和语言多样化的课堂变得越来越普遍，需要研究教师如何支持这些空间中所有学生的语言和识字实践。该项目使用定性方法检查了二年级多语种学生在写作研讨会活动中的实践，该活动邀请他们使用他们的传统语言和英语。具体而言，这项研究调查了学生在一学年中通过将传统语言录音添加到电子书中为彼此翻译时开发的翻译实践。在这一年中，学生们开发并使用了越来越复杂的翻译实践，包括：(1) 全文，(2) 逐字逐句，(3) 逐句，以及 (4) 停止/澄清。该研究还探讨了学生在参与这些翻译实践时如何定位自己和他人。调查结果表明，当学生要求翻译并争取充当翻译者时，他们在互动中将自己和他人定位为拥有宝贵的语言资源。