Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in one US superdiverse, multilingual secondary science classroom. Taking up the lens of criticality and superdiversity, we view classrooms as power-laden spaces and translanguaging as a social practice shaped by and shaping social norms and ideologies. Through discourse analyses of classroom interactions and interview data, we identified seven functions of classroom translanguaging practices. Our analysis shows that translanguaging offered students translingual support for accessing meaning and instruction and allowed the teacher to build relationships with students through translingual caring and translingual critical love. Students also engaged in translanguaging for translingual bonding and creating translingual safe houses. However, translanguaging was also used for translingual exclusion and translingual aggression. Our analysis sheds light on the complexity of translanguaging pedagogy. We call for (re)centering criticality in the research and practice of translanguaging pedagogy and developing students’ critical language awareness in translanguaging classrooms.

中文翻译：

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跨语言关怀和跨语言攻击：（重新）集中跨语言教育学研究和实践的关键性

在过去的十年中，跨语言教学法在语言教育领域获得了很大的关注，并已在广泛的教育环境中得到采用。然而，对跨语言教学法的研究主要集中在其可供性上。对其挑战的研究仍然有限。这项课堂话语研究通过分析美国超级多元化、多语言中学科学课堂中跨语言实践的功能，探讨了跨语言教学法的可供性和挑战。从批判性和超级多样性的角度来看，我们将教室视为充满力量的空间，将语言转换视为一种由社会规范和意识形态塑造并塑造的社会实践。通过对课堂互动和访谈数据的话语分析，我们确定了课堂跨语言实践的七个功能。我们的分析表明，跨语言为学生获取意义和指导提供了跨语言支持，并允许教师通过跨语言关怀和跨语言批判性爱与学生建立关系。学生们还参与跨语言交流以建立跨语言联系并创建跨语言安全屋。然而，跨语言也被用于跨语言排斥和跨语言攻击。我们的分析揭示了跨语言教学的复杂性。我们呼吁（重新）将批判性置于跨语言教育学的研究和实践中，并在跨语言课堂中培养学生的批判性语言意识。