In March 2009, Li Wei and Peter Martin published a special issue of the International Journal of Bilingual Education and Bilingualism (Volume 12, Number 2) on ‘Conflicts and Tensions in Classroom Codeswitching’ that they jointly edited. Peter passed away unexpectedly shortly after that, on 24th April. The present volume is a sequel to that special issue and a tribute to Peter. He was a great friend of ours, and a scholar who devoted much of his life to bilingual education and social justice. The overarching aim of the 2009 Li and Martin volume was to bring together a range of studies, from different contexts, on the conflicts and tensions between language policy and codeswitching practices in the classroom. This was important because, as stated in the introduction (Li and Martin 2009), whilst bilingual language users routinely switched between different languages in their everyday social interaction, in educational contexts, especially in the classroom, codeswitching was deemed inappropriate or unacceptable, as a deficit or dysfunctional mode of interaction, and in many cases prohibited by policy. Indeed, the studies in that special issue showed the conflicts and tensions between the way codeswitching in the classroom occurred and the language policies imposed from above which were ‘imbued with and influenced by pervasive and persistent monolingual ideologies’ (p. 117). In particular, teachers who allowed their pupils to use their mother tongues that were not the school’s language of instruction, or in Probyn’s words ‘smuggling the vernacular into the classroom’ (2009, 123), were accused of being guilty of sabotaging the pupils’ learning (see also Martin 2005, 76). Angel Lin collaborated with Peter in critiquing the language-of-instruction policies in many post-colonial contexts (Lin and Martin 2005) and provided further evidence of the conflicts and tensions between policy and practice in classroom interaction involving bilingual learners and teachers. Ten years on, the tensions and conflicts between everyday flexible multilingual practices of the individual, including teachers and pupils, and the societal-imposed policies of language-of-instruction in schools still remain in most parts of the world, despite all the efforts by researchers and practitioners to promote the benefits of multilingualism. More work that focuses on the classroom is therefore needed. Readers will notice a new term, namely, Translanguaging. No doubt people will have questions about the significance of adopting this term in place of Codeswitching (Lin, Wu, and Lemke forthcoming). This is not the space to give a full historical account of the

中文翻译：

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翻译课堂话语：突破极限，突破界限

2009年3月，李玮和彼得·马丁（Peter Martin）发表了他们共同编辑的《国际双语教育和双语论杂志》（第12卷，第2期）的特刊，题为“课堂代码转换中的冲突和紧张”。此后不久，彼得于4月24日意外逝世。本卷是该期特刊的续集，也是对彼得的致敬。他是我们的好朋友，也是一个学者，他一生的大部分时间都致力于双语教育和社会正义。2009年Li和Martin的总体目标是将来自不同背景的一系列研究汇总到一起，以探讨教室中语言政策与代码转换实践之间的冲突和紧张关系。这很重要，因为如导言所述（Li和Martin 2009），双语用户在日常社交互动中通常会在不同语言之间进行切换，但在教育环境中，尤其是在课堂上，由于语言交流的不足或功能障碍，代码切换被认为是不适当或不可接受的，并且在许多情况下受到政策的禁止。确实，关于该特殊问题的研究表明，教室中代码转换的方式与从上方强加的语言政策之间的冲突和紧张关系“被普遍和持久的单一语言意识形态所灌输并受到其影响”（第117页）。尤其是那些允许学生使用非学校教学语言的母语的教师，或者用普罗宾（Probyn）的话“将乡土走私到教室里”（2009年，第123页），被指控犯有破坏学生学习的罪行（另见Martin 2005，76）。林琳（Angel Lin）与彼得（Peter）合作，在许多后殖民时代的语境中批评教学语言政策（Lin and Martin 2005），并进一步证明了双语学习者和老师在课堂互动中政策与实践之间的冲突和紧张关系。十年来，尽管各国政府做出了种种努力，但在世界上大多数地方，包括教师和学生在内的个人日常灵活的多语言实践与学校实行的社会教学语言政策之间的紧张关系和冲突仍然存在。研究人员和从业人员推广使用多种语言的好处。因此，需要开展更多针对教室的工作。读者会注意到一个新术语，即翻译。毫无疑问，人们会对采用此术语代替代码转换的重要性有疑问（Lin，Wu和Lemke即将面世）。这不是提供完整历史记录的空间。