二十年以来，应用语言学和教育学中的超语实践研究得到了快速发展。超语实践是一种在多种语言中切换，并利用多模态、符号和具身交流资源，以形成一个全新的语言意库的语言实践（Li, 2018）。中国的超语实践研究对中等教育后的超语实践和教育相关人士对其的态度予以关注（如Zhou & Mann, 2021），但暂无研究关注高中英语课堂超语实践，对高中教师的超语实践以及教师对其的态度知之甚少。由于在《高中英语课程标准（2017年版）》中，高中英语教学的核心是主题意义，再结合教学法创新的需求，本研究将致力于为高中英语课堂的超语实践提供新见解。
本研究调查了中国高中英语教师超语实践及教师对其态度。本研究有63 名教师参与问卷调查、4 名教师参与访谈调查和收集到约 260 分钟的录像，通过量化分析、内容分析和多模态话语分析得到结果。在教师的超语实践方面，教师采取了解释策略、启发思考策略、管理策略和人际策略这4种教学超语，存在自然超语。在教师对超语实践的态度方面，（1）总体而言，教师对超语实践持积极态度，尤其是在涉及学生参与（如帮助低水平学生）和为学生提供支架（如理解概念、获取元语言知识、批判性思维表达）时；（2）教师在教师反馈和学生回答中对超语实践的态度更加严苛；（3）由于认同全英语教学原则，教师对超语实践在整个英语课堂话语中的占比持保守和谨慎的态度。最后，该研究阐明了局限性，呼吁进一步研究中国的超语实践及研究方法的进步，并提出未来可能的方向。

The past two decades have seen the rapid development of translanguaging, a language practice of switching between multiple languages and utilizing multimodal, semiotic and embodied communicative resources to form a whole new linguistic repertoire, in applied linguistics and education (Li, 2018). Though Chinese studies on translanguaging have been carried out about stakeholders’ practices and attitudes towards translanguaging in post-secondary education (e.g. Zhou & Mann, 2021), little research has been conducted about translanguaging in Chinese EFL classrooms at the senior high level, and little is known about teachers’ translanguaging and attitudes towards it in senior high schools. Given thematic meaning as the core task of Chinese senior high EFL education according to English Curriculum Standards (2017) and the requirement of innovative pedagogies, the study aims to provide new insights into translanguaging in senior high EFL classrooms.
The present study investigates EFL teachers’ practices and attitudes towards translanguaging in Chinese senior high schools. By analyzing 63 teachers’ questionnaires, 4 teachers’ interview data, and approximately 260 minutes of video recordings with the quantitative analysis, content analysis and multimodal conversation analysis (MCA), the research finds that: In terms of teachers’ translanguaging practices, teachers took explanatory, thinking-provoking, managerial and interpersonal strategies as pedagogical translanguaging, also, they sometimes translanguaged spontaneously. In terms of teachers’ attitudes, (1) generally speaking, teachers kept a positive attitude towards translanguaging, especially for student participation (e.g. helping low proficiency students) and scaffolding students (e.g. for understanding concepts, for acquiring metalinguistic knowledge, for expressing critical thinking); (2) teachers kept a serious and strict attitude towards translanguaging in teacher feedback and student answers; (3) teachers kept a conservative and cautious attitude towards the proportion of translanguaging practices in the whole EFL classroom discourse due to their agreement with the “English-only” monolingual principle. Finally, the study explicated limitations, called for further research on translanguaging in China and methodology advancement for translanguaging scholarship, and proposed possible future directions.