Translanguaging and Multilingual Texts as a Resource in Superdiverse Classrooms
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
This contribution draws on the preliminary results of a project that uses translanguaging and plurilingual texts during an intervention (of six months) in one primary and one lower secondary school class in Vienna. Although Viennese pupils’ linguistic repertoires are highly diverse, pupils usually barely get a chance to use their respective repertoires at school, because of a focus on highly prestigious languages, such as German or English. We assumed that pupils would positively experience the use of their plurilingual competences to gain self-efficacy. Moreover, we expected that group dynamics would improve due to the use of translanguaging. Results of the ethnographic observations and interviews we conducted with one teacher at each school at the end of the intervention are discussed in this article. They support the conclusion that school classes that are linguistically diverse benefit from intervention at the socioemotional level. However, it is crucial that teachers pay particular attention to the integration of less dominant languages.
 Keywords: translanguaging pedagogy, plurilingual texts, linguistic superdiversity, self-efficacy, dominant 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 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