Although existing research describes how teacher candidates (TCs) have incorporated translanguaging pedagogies through practice-based assignments, little research closely examines how TCs engage in discursive shifts, or moment-to-moment linguistic decisions, in translanguaging pedagogies during literacy instruction in their field placement internships. Drawing on a larger study that utilized practitioner inquiry with an ethnographic approach, we analyzed TCs’ literacy instruction for their discursive shifts in which TCs and elementary students 1) engaged in translanguaging 2) spoke about named languages 3) attempted to draw upon multilingual students’ cultural and linguistic knowledges. Our analyses of TCs’ discursive shifts during translanguaging read-alouds showed that TCs employed more or less effective and affirming discursive shifts to position multilingual students as linguistic experts. TCs also employed certain discursive shifts that gave multilingual students more opportunities to share cultural and linguistic knowledge unknown to the TCs and peers than others. Lastly, TCs engaged in discursive shifts that provided multilingual students space to advocate for their linguistic, cultural and textual rights. We conclude by discussing the findings and sharing implications on developing effective and affirming uses of translanguaging pedagogies in literacy instruction.

中文翻译：

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探索教师候选人在识字教学期间跨语言教学法的话语转变


尽管现有研究描述了教师候选人 (TC) 如何通过基于实践的作业纳入跨语言教学法，但很少有研究仔细研究 TC 在现场识字教学期间如何在跨语言教学法中进行话语转变或即时语言决策实习。我们借鉴了一项更大规模的研究，利用从业者调查和人种学方法，分析了 TC 的读写教学中的话语转变，其中 TC 和小学生 1) 从事跨语言 2) 谈论命名语言 3) 试图利用多语言学生的能力文化和语言知识。我们对 TC 在跨语言朗读过程中的话语转变的分析表明，TC 或多或少采用了有效且肯定的话语转变来将多语言学生定位为语言专家。 TC 还采用了某些话语转变，为多语言学生提供了比其他人更多的机会来分享 TC 和同龄人未知的文化和语言知识。最后，TC 进行了话语转变，为多语言学生提供了倡导其语言、文化和文本权利的空间。最后，我们讨论了研究结果并分享了对在识字教学中有效和肯定地使用跨语言教学法的影响。