高中英语课堂教师多模态资源运用的超语实践研究

A Translanguaging Study on the Use of Multimodal Resources by Teachers in Senior High English Classrooms

摘要: 超语实践(translanguaging)主张打破语言之间以及语言与其他符号系统之间的界限，倡导学习者在意义建构过程中调动全部语言与符号资源。语码转换与多模态资源运用是超语实践在课堂中的两种核心表现形式。本研究以高中英语课堂为场域，聚焦教师的语码转换行为与多模态资源使用策略，考察其在超语实践框架下的类型、功能及其教学意涵。研究发现，高中英语教师的超语实践主要体现为语间/语内语码转换、跨符号资源调用及身势语协同三种形式，其中语码转换是出现频率最高的超语类型；其功能涵盖知识传授、课堂管理、学习参与度监测与师生互动维系四个维度。《普通高中英语课程标准（2017年版2020年修订）》倡导的英语学习活动观与文化意识培养目标为超语实践提供了理念支撑，而语码转换与多模态资源的策略性整合则为落实课标要求提供了可操作的教学路径。研究进一步分析了语码转换在降低学生认知负荷、营造包容性学习环境中的作用机制，并就其与全英文教学理念之间的张力提出了辩证思考。

Abstract: Translanguaging advocates breaking the boundaries between languages and between language and other semiotic systems, encouraging learners to draw upon all linguistic and semiotic resources in the process of meaning-making. Code-switching and the use of multimodal resources are two core manifestations of translanguaging in the classroom. This study situates itself in senior high English classrooms, focusing on teachers’ code-switching behaviors and their strategies for using multimodal resources, and examines the types, functions, and pedagogical implications of these practices within a translanguaging framework. The findings reveal that senior high English teachers’ translanguaging practices manifest in three main forms: interlingual/intralingual code-switching, cross-semiotic resource deployment, and embodied semiotic coordination, with code-switching being the most frequent type. The functions of these practices encompass four dimensions: knowledge transmission, classroom management, student engagement monitoring, and teacher-student interaction maintenance. The English Learning Activity Approach and the goal of cultural awareness cultivation advocated by the National English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020) provide theoretical support for translanguaging, while the strategic integration of code-switching and multimodal resources offers an operational pedagogical pathway for implementing the curriculum standards. The study further analyzes the mechanisms through which code-switching reduces students’ cognitive load and creates an inclusive learning environment, and offers a dialectical reflection on the tension between translanguaging and the ideal of English-only instruction.