Translanguaging for Transgressive Praxis: Promoting Critical Literacy in a MultiAge Bilingual Classroom
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
bell hooks's (1994) advocacy for teaching to transgress invites educators and students alike to transgress boundaries to strive for ways to know and live fully and deeply as whole human beings. The authors aim to showcase a transgressive attempt in bringing French and English into one multiage (Grades 4–6) classroom, with its two teachers—English language arts and French as a second language—coordinating their teaching and curriculum design to build meaningful bridges across content and languages to deepen critical understanding. The project was transgressive in its translanguaging practices that defy dominant monolingual hegemony, challenging traditional bilingual education practices in North America. It was also transgressive in its commitment to the Freirean view of literacy as reading (and writing) the word and the world. Adopting a literature-based curriculum and a critical literacy approach, the teachers engaged their students in exploring concepts recursively in both English and French to deconstruct social stereotypes, promote respect for diversity, and cultivate self-reflexivity regarding complicity in social injustice. Discourse analysis of ethnographic data shows how translanguaging created new possibilities and transgressive spaces for learners to adopt identities of competent bilingual users and critical agents of social change.
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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 | 0.033 |
| 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 | 0.002 |
| 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