ABSTRACT This article examines multilingual interactions in an upper secondary Language Introduction Programme (LIP) classroom in Sweden. The LIPs, highly affected by both glocal linguistic and cultural diversity and the monolingual-monocultural habitus of the surrounding society, offer recently arrived immigrant youth (ages 16–19) education where emphasis is on the majority language of the surrounding society, Swedish, but where teaching can also include other subjects. The study stems from a larger ethnographically framed project, which aims at both creating new knowledge on translanguaging as a pedagogical practice as well as contributing to school development. The paper has a threefold focus. First, it examines everyday multilingual languaging among the participants. Second, it discusses their doing of language policy from a practiced perspective. Third, it reflects upon the implementation process of translanguaging as a pedagogical practice. Data in the study includes video and audio recordings of classroom interactions, fieldnotes, literacy and interview data. Micro-analyses of interactional data are employed in order to discuss the ways in which students and teachers engage in (trans)languaging and language policing processes. Finally, the tension between seeking to teach and learn through linguistic diversity and participants’ understandings of what kind of languaging is appropriate is critically reflected upon.

中文翻译：

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“请用英语或瑞典语，不要Dari！” –瑞典高中语言介绍计划中的（翻译）语言和语言政策

摘要本文探讨了瑞典高中语言引入计划（LIP）课堂中的多语言交互。LIP受当地语言和文化多样性以及周围社会的单语-单文化习俗的严重影响，提供了刚到来的移民青年（16-19岁）教育，重点是周围社会的大多数语言，瑞典语，但教学也可以包括其他科目。这项研究源于一个更大的人种学框架项目，旨在创造关于作为教学实践的跨语言教学的新知识，并为学校发展做出贡献。本文有三重重点。首先，它检查参与者之间的日常多语言语言。第二，它从实践的角度讨论了他们在语言政策方面的表现。第三，它反思了作为教学实践的翻译的实施过程。研究中的数据包括课堂互动的视频和音频记录，现场笔记，素养和访谈数据。运用交互数据的微观分析来讨论学生和教师参与（翻译）语言和语言策略过程的方式。最后，批判性地反映了通过语言多样性寻求教与学与参与者对哪种语言合适的理解之间的张力。素养和访谈数据。运用交互数据的微观分析来讨论学生和教师参与（翻译）语言和语言策略过程的方式。最后，批判性地反映了通过语言多样性寻求教与学与参与者对哪种语言合适的理解之间的张力。素养和访谈数据。运用交互数据的微观分析来讨论学生和教师参与（翻译）语言和语言策略过程的方式。最后，批判性地反映了通过语言多样性寻求教与学与参与者对哪种语言合适的理解之间的张力。