The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low-incidence languages. Drawing from critical theories in both literacy and language research, we conducted this three-year study in two U.S. high schools (grades 9–12) in order to promote language equity and literacy engagement for emergent bilinguals and heritage speakers. We provided an intensive year of graduate courses on language, literacy, and equity for 27 teachers from various disciplines and school roles. Through analyzing their coursework, observations of their classes, and follow-up surveys, we documented how their heteroglossic language ideologies were nurtured, how they enacted translingual disciplinary literacies, and what benefits they perceived from this instructional approach. The findings illustrate how schools might overcome previously unquestioned monoglossic standards and linguistically oppressive systems through a whole-school translingual disciplinary literacies approach. Providing nuanced descriptions of how teachers engaged in translingual disciplinary literacy in various disciplines, we make a case for constructivist disciplinary literacy teacher education grounded in heteroglossic ideologies. We also draw connections from language equity to literacy engagement, suggesting that a translingual disciplinary literacies approach is a necessary instructional innovation to effect change in high school learning spaces for bi/multilingual learners. Finally, as our field pursues language equity and literacy engagement, like the teachers in this study, we must also critically evaluate our own ideologies toward literacy and language.

中文翻译：

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跨语言学科素养：支持扫盲参与的公平语言环境

跨语言和双语的蓬勃发展为青少年提供了很多学习空间，以便为双语/多语学生提供更公平的机会在高中阶段进行学科扫盲，特别是在有许多低发生率语言的情况下。借鉴读写和语言研究中的批判理论，我们在两所美国高中（9-12 年级）进行了这项为期三年的研究，以促进新兴双语者和传统使用者的语言公平和读写参与。我们为来自不同学科和学校角色的 27 名教师提供了一年密集的语言、读写能力和公平性研究生课程。通过分析他们的课程作业、课堂观察和后续调查，我们记录了他们的异种语言意识形态是如何培养的，他们如何制定跨语言学科素养，以及他们从这种教学方法中感受到了什么好处。研究结果说明了学校如何通过全校跨语言学科素养方法来克服以前毫无疑问的单一语言标准和语言压迫系统。通过细致入微地描述教师如何在各个学科中进行跨语言学科素养，我们提出了基于异质意识形态的建构主义学科素养教师教育的案例。我们还将语言公平与读写参与联系起来，表明跨语言学科读​​写方法是必要的教学创新，以影响双语/多语学习者的高中学习空间的变化。最后，