2B or Not 2B Plurilingual? Navigating Languages Literacies, and Plurilingual Competence in Postsecondary Education in Canada
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 article, the researchers employ the framework of plurilingualism and plurilingual competence in a field that has traditionally been dominated by reified conceptualizations of multilingualism that view bi/multilingualism as balanced and complete competence in discrete codes. They present data from a qualitative, longitudinal study of the interplays between the social, cultural, and linguistic in the multiple languages and literacy practices of transnational students at a university in Vancouver, Canada. Their findings question the role of academic English as the sole conduit to success for participants in higher education. They suggest that this relates back to how plurilingualism is defined and integrates the key idea that learning skills, multilingual literacies, (inter)cultural experiences, and different forms of knowledge are transferable and thus constitute assets and tools for better learning (Castellotti & Moore, 2010; Coste, Moore, & Zarate, 1997). Participants revealed a considerable degree of fluidity in their languages and literacy practices as well as shifts in perceptions and practice that change according to context. They proved to be highly plurilingual, reflexively and knowledgeably (Giddens, 1984) moving from contexts in which they mixed different languages and scripts freely to contexts in which they adhered to more normative senses of discrete monolingual practices in English and community languages.
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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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