Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil, a context in which multilingualism is often tied to social and racial closure. We show how English teachers position themselves and students in relation to translanguaging, drawing on analysis of stance-taking in online discussions. We find limited support for a transformative role played by current translingual practices, despite contributions to the establishment of affective bonds with students. We then examine a polemic over localized usages of English that casts light on how teachers do position themselves critically and opens up space for the development of critical language awareness. We argue that teacher outlooks are shaped by the changing status of English in the global south, and by unequal patterns of access to English in public, private, and commercial education settings.

中文翻译：

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全球南方的跨语言和教育不平等：巴西英语教师的立场

跨语言作为一种教学取向已经得到重视，它承诺通过重视现有的多语言性和身份来促进少数民族流动学生的权利。然而，课堂翻译对师生观点和不平等关系的影响远非普遍。在本文中，我们考虑了巴西英语教学中的跨语言化，在这种情况下，多语言通常与社会和种族封闭联系在一起。我们通过对在线讨论中立场采取的分析，展示了英语教师如何定位自己和学生与翻译的关系。尽管对与学生建立情感纽带做出了贡献，但我们发现对当前跨语言实践所发挥的变革作用的支持有限。然后，我们研究了关于英语本地化用法的争论，阐明了教师如何批判性地定位自己，并为批判性语言意识的发展开辟了空间。我们认为，教师的观点是由全球南方不断变化的英语地位以及在公共、私人和商业教育环境中获取英语的不平等模式所塑造的。