ABSTRACT

Although supported by different ideologies of language, code-switching and translanguaging are, surprisingly perhaps, united in some of the claims made in their names. In the literature on classroom practices, one shared claim is that content is simplified for students when the teacher uses features enregistered as the non-official classroom language/s in a way that overlaps with and/or complements features enregistered as the official classroom language. Functional allocation of languages/features, a corollary of this claim, arguably interpellates what may be termed diglossic cognition. The problem with this diglossic cognition is that it is largely knowledge-blind and equates cognition with the mere use of particular languages or features. This study finds that there are both language and knowledge variables in teacher multilingual-talk that explain students’ enhanced cognition, and, therefore, invites a rethink of the unnuanced connections made between language (feature) choice and cognition.

摘要

尽管有不同的语言意识形态支持，但令人惊讶的是，语码转换和跨语言在一些以它们的名义提出的主张中是统一的。在关于课堂实践的文献中，一个共同的主张是，当教师使用注册为非官方课堂语言的特征以与注册为官方课堂语言的特征重叠和/或补充的方式时，为学生简化了内容。语言/特征的功能分配，这一主张的推论，可以说是对所谓的双语认知的质疑。这种双语认知的问题在于它在很大程度上是知识盲的，并将认知等同于仅仅使用特定语言或特征。本研究发现，教师多语言对话中存在语言和知识变量来解释学生的认知增强，因此，请重新思考语言（特征）选择与认知之间的微妙联系。