This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Drawing from that more expansive classroom study, this article features Faith’s metacommentary on language and her own writing process and explores how her insights (1) disrupt monoglossic, raciolinguistic ideologies by highlighting the disconnect between her sophisticated understandings of language and the writing process and her status as a “struggling” student; (2) draw attention her wayfinding, which chronicles her navigation of those ideologies that complicate her search for a writerly identity and obscure the translingual nature of all texts and all writers; and (3) can move teachers and researchers of writing to reimagine the writing classroom so that it (re)positions students like Faith as “writers in residence,” whose existing translingual writing practices and wayfinding can serve as mentors and guides for others.

本文以 Faith 为中心，她是一名拉丁裔双语学生，由于未能通过英语语言艺术标准化考试，不得不重读 11 年级英语。尽管有“重复者”的污名，但在我在她的课堂上进行的为期一年的人种学研究中，费思被证明是一位富有洞察力和批判性的读者和自我描述的诗人，她与同龄人和其他诗人分享了她的作品在在线论坛中。从更广泛的课堂研究中，本文以 Faith 对语言和她自己的写作过程的元评论为特色，并探讨了她的见解 (1) 如何通过强调她对语言和写作过程的复杂理解与写作过程和她的地位之间的脱节来破坏单语的、种族语言的意识形态作为一个“挣扎”的学生；(2) 引起注意她的寻路，记录了她对那些意识形态的导航，这些意识形态使她对作家身份的探索变得复杂，并掩盖了所有文本和所有作家的跨语言性质；(3) 可以促使写作教师和研究人员重新构想写作课堂，从而将像 Faith 这样的学生（重新）定位为“驻地作家”，他们现有的跨语言写作实践和寻路可以作为他人的导师和指南。