Bibliographic record
Abstract
Many teachers who see the multilingual and multicultural nature of society reflected in their classrooms seek inclusive and effective teaching strategies that go beyond conventional monolingually and monoculturally conceived approaches. Translanguaging, as communicative and cognitive practice which draws on a speaker’s full multilingual repertoire, is a valuable resource for teaching and learning in contemporary linguistically diverse classrooms. When enacted in teaching and learning, translanguaging supports students not only to employ their full range of linguistic and cultural knowledge in the learning process to enable deeper and more connected understanding of content and language, but also contribute to the learning of their peers and teachers and bridge spaces between educational institutions, families and communities. This special issue addresses the role and use of translanguaging as a resource for students and teachers in a range of education settings including institutions and systems operating under a monolingual mindset (Clyne, 2008) in English-speaking countries including USA, UK, Canada, Australia and New Zealand. The studies present examples of practice from early childhood, primary, secondary and tertiary education settings, encompassing students from all walks of life in mainstream education, introductory language centres and heritage language classrooms. Discussion of multilingual and translanguaging practice, learning and pedagogy, case studies of linguistic and educational practice, and principles for translanguaging in teaching and learning will interest and inform educators in all roles, including teachers, teacher educators and researchers.
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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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".