超语及认同建构作为双语者的学习手段

This study explores how emergent bilingual students in China deploy translanguaging and mobile their identity repertoires to engage in critical learning. Audio-recordings of group discussion were collected, and Conversation Analysis was then conducted. We examined the situations and processes through which these Chinese students deployed their L1 and L2 and performed varied identities to enhance the depth of their group discussion. Our findings suggest the following two trends. Firstly, the students, through performing ‘insiders of China’, evoked shared sociocultural knowledge and managed to learn through dialogic inquiry. Secondly, through performing ‘bilingual story-tellers’, the students connected their L2-mediated disciplinary knowledge with their L1-mediated lifeworld and became empowered knowledge-makers. The results shed light on the cultivation of a motivating and inclusive L2 classroom that leverages bilingual students’ identity repertoires as their unique strength.