A Multilingual Child's Literacy Practices and Contrasting Identities in the Figured Worlds of French Immersion Classrooms
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
In this paper, we explore the intersection of practice, identity, resources and literacy central to the New Literacy Studies and recent second language research informed by sociocultural theories of learning and language. Drawing on the construct figured worlds of literacy that describe how representations of literacy practices invoked in relation to certain people frame their social position and the construction of their identities, we discuss literacy practices and teacher discourse documented in our classroom research. We present data excerpts that illustrate how a multilingual child is variously constructed as ‘literate child’ in the figured worlds of elementary school French Immersion classrooms. In particular, we consider how her literacy practices are shaped and her identities mediated in different ways socially, materially and linguistically. We argue that the mediation of her identities in classroom literacy activities is tied to teacher expectations of her future educational progress. Finally, we suggest that partnerships between researchers, educational practitioners and policy makers aimed at documenting classroom literacy practices may highlight how interpretations of multilingual children's identities can serve to fix or change their social relations and educational paths.
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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 | 0.001 | 0.001 |
| 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) | 0.000 | 0.000 |
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