Portraits of Plurilingualism in a French International School in Toronto: Exploring the Role of Visual Methods to Access Students’ Representations of their Linguistically Diverse Identities
Bibliographic record
Abstract
Abstract In an age of transnational mobility, an increasing number of students speak different languages at home, in their communities and at school. Students’ plurilingual repertoires have not traditionally been affirmed in the classroom. How do students make sense of their plural identities? The aim of this article is three-fold: first, I trace the development of a cultural and linguistic self-portrait tool to engage students in reflexively representing their diverse cultural and linguistic identities; second, I present a sampling of six francophone, anglophone and allophone students’ representations of their plurilingual and pluricultural identities in one French international school in Toronto; and third, I consider the value of creative visual methods in engaging culturally and linguistically diverse children and youth in language education research. I argue that using alter(n)ative tools in language research with children and youth can powerfully open up collaborative space for engagement and co-construction of knowledge and meaning. Résumé À l’heure des mobilités transnationales, un nombre croissant d’élèves parlent plusieurs langues à la maison, dans leurs communautés et à l’école. Toutefois, les répertoires plurilingues des élèves ne sont traditionnellement pas reconnus au sein de la classe. Comment les élèves conceptualisent-ils leurs identités plurielles ? Cet article répond à trois objectifs : tout d’abord, je présenterai un outil qui permet l’engagement des élèves dans une activité réflexive sur leurs identités plurilingues et pluriculturelles au travers de la création d’autoportraits culturels et langagiers ; ensuite, je présenterai six productions visuelles d’élèves francophones, anglophones et allophones scolarisés dans une école française internationale de Toronto ; enfin, je soulignerai la pertinence d’utiliser les pratiques créatives pour impliquer les élèves plurilingues et pluriculturels dans la recherche sur les langues en éducation. J’expliquerai ainsi qu’utiliser des outils alter(n)atifs en collaboration avec des élèves peut favoriser l'engagement et la co-construction de connaissances et de sens.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gpt | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Qualitative | low |
| opus | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Qualitative | low |
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.012 | 0.009 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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, unvalidatedLabeled directly by 2 models reading the full record.
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".