The paper investigates the interactional processes through which English as a Second Language (ESL) learners enter the realm of social meaning through features of registers. The study takes up discussions of heteroglossia in educational settings. Through an ethnographic perspective, using various sources of data such as classroom discourse, course blogs and interviews, the study uncovers two practices through which the participants reflexively grapple with socially indexical meanings: A). labeling and typifying registers and B). negotiating and deploying their social meanings. These two practices are shown to be mediated by an emphasis on academic language in the English program, language ideologies, processes of alignment and positioning and participant trajectories. The findings suggest that reflexive engagement with register indexicals is a pervasive aspect of second language learning and can be leveraged as a learning resource.

本文研究了英语作为第二语言 (ESL) 学习者通过语域特征进入社会意义领域的互动过程。该研究讨论了教育环境中的异语。通过人种学的视角，使用各种数据来源，如课堂话语、课程博客和访谈，该研究揭示了两种实践，参与者通过这些实践反思性地应对社会索引意义：A)。标记和典型化寄存器和 B)。协商和部署他们的社会意义。这两种做法被证明是通过强调英语课程中的学术语言、语言意识形态、对齐和定位过程以及参与者轨迹来调节的。