“Imaginings”: Reflections on Plurilingual Students’ Creative Multimodal Works
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language ( ESL ) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond basic approaches to language teaching and learning. In particular, these teachers used the creation of multimodal identity texts (Cummins & Early, 2011) as a means to involve students in producing work that was culturally relevant, socially significant, and personally meaningful. To illustrate these possibilities, the article draws on examples of student‐ and teacher‐created multimodal texts that were showcased at a regional conference for ESL teachers in Ontario in 2012 and 2014. Through interviews with students and teachers, the authors found that students actively used multimodal resources to represent and articulate personal narratives of themselves, their communities, and their language learning experiences. These narratives reflect students not only as language learners but also, more powerfully, as plurilingual subjects with voice and agency. The authors conclude by reflecting on the potential for plurilingual multimodal production in the English language classroom as a form of teaching for social justice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it