The field of applied linguistics and teaching English to speakers of other languages has experienced various reforms in relation to the ontology and epistemology of English language education. From the early debate challenging the dichotomy of native and non-native speakers of English (Liu, 1999) and the development of World Englishes (Kachru, 1992), to the more recent acceleration of Global Englishes language teaching (Rose and Galloway, 2019) and multimodal and translanguaging as a theory, method, or approach of language education (García and Li, 2014; Li, 2022; Li and García, 2022), it seems that English language education has witnessed more than a ‘multilingual turn’ (May, 2014); it is going through a critical ‘trans-era’ that recognizes both linguistic and cultural diversity, and views social, cultural, and multimodal resources as valuable assets in learning for inclusive education (Dovchin and Lee, 2019). The question still remains regarding whether such native-oriented, fixed, elusive, impossible but patronizing learning goals should respond to the new sociocultural and psychological considerations and diversity of the landscape of English language education.

中文翻译：

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语言教学中的跨语言：当前实践和未来方向

应用语言学和向其他语言使用者教授英语的领域在英语教育的本体论和认识论方面经历了各种改革。从早期挑战英语母语和非母语者二分法的辩论 (Liu, 1999) 和世界英语的发展 (Kachru, 1992)，到最近加速全球英语语言教学 (Rose and Galloway, 2019)以及作为语言教育的理论、方法或途径的多模态和跨语言（García and Li, 2014; Li, 2022; Li and García, 2022），似乎英语教育已经见证了不仅仅是“多语言转变”（May , 2014); 它正在经历一个重要的“跨时代”，承认语言和文化的多样性，并看待社会、文化、多模式资源作为全纳教育学习的宝贵资产（Dovchin 和 Lee，2019 年）。关于这种以母语为导向的、固定的、难以捉摸的、不可能的但居高临下的学习目标是否应该回应新的社会文化和心理考虑以及英语教育领域的多样性，问题仍然存在。