ABSTRACT Recent research has documented the ways that schools adapt to increasingly multilingual and multicultural student bodies. This qualitative study explores the schooling experiences of nine K-12 multilinguals not identified as English language learners in US schools. Using “deep interviewing” strategies, the authors expose the racializing function of language, but also semiotic processes such as markedness, iconicity, and erasure and sociological concepts such as habitus that are revealed through analysis of the participants’ discourse about language and schooling. Additionally, the authors illustrate how transformative interviewing practices can spur development of learners’ own agency in creating more equitable learning contexts for themselves.

中文翻译：

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美国学校中未标记为“ELL”的多语种学习者的变革性面试和体验

摘要 最近的研究记录了学校适应日益多语言和多文化学生群体的方式。这项定性研究探讨了美国学校中未被认定为英语语言学习者的九名 K-12 多语者的学校教育经历。作者使用“深度访谈”策略，揭示了语言的种族化功能，以及通过分析参与者关于语言和学校教育的话语揭示的诸如标记性、象似性和擦除等符号学过程以及诸如惯习之类的社会学概念。此外，作者还说明了变革性面试实践如何促进学习者自身能动性的发展，从而为自己创造更公平的学习环境。