Adolescent Multilingual Writer’s Negotiation of Multiple Identities and Access to Academic Writing: A Case Study of a <i>Jogi Yuhak</i> Student in a US High School
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
Abstract: This article describes a longitudinal case study of Hoon (a pseudonym), an adolescent multilingual writer, with respect to his negotiation of multiple identities and access to academic writing practices. Through an inductive analysis of multiple data sources (interviews, observations, literacy artifacts, and field notes), the researcher observed that while negotiating a stigmatized ESL-student identity and an academic achiever identity, Hoon developed some survival strategies through school. Notably, those strategies acted as a double-edged sword in that they helped Hoon earn high grades but prevented him from engaging in extensive academic literacy activities. Findings from this study provide a more in-depth understanding of the nuanced experiences, challenges, and characteristics of adolescent multilingual writers and suggest a need for further examination of social contexts in which students construct positive identities, access various writing practices, and grasp the value of writing (whether in their first or second language) for academic and other purposes.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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