Of Mother Tongues and Other Tongues: The Stakes of Linguistically Inclusive Pedagogy in Minority Contexts
Bibliographic record
Abstract
Abstract: This article addresses two key challenges that globalization poses to literacy research: the need for new models of literacy and literacy education, and the stakes of adopting multiliteracies pedagogies in different contexts – that is, the tensions between competing hegemonic discourses of collective identity in the public sphere of ethnolinguistic minority societies that are sparked when globalization destabilizes monocultural institutional practices. I explore the stakes of multiliteracies practice within Québec, an increasingly poly-ethnic white settler society and proto-nation whose minority ethnonational project has been launched on the very terrain of federal multiculturalism within a bilingual framework and provincial interculturalism within a monolingual framework. The article reports on a qualitative study of teacher discourse following collaborative multiliteracies curriculum development in an ethnolinguistically diverse English-language Montréal elementary school. It focuses on the shifting conceptions of multilingual and academic literacies articulated as teachers bring the ‘lens of the personal’ to negotiate competing values and identities implicit in their emerging practice.
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.
How this classification was reachedexpand
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 | 0.004 |
| 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 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".