Postmemory and multilingual identities in English language teaching: a duoethnography
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
Postmemory, the narrativised intergenerational transfer of often traumatic experiences, is a crucial component of multilingual identity negotiation. In this article, we focus specifically on the curricular interactions and personal and collective aspirations of multilingual students who use English for academic purposes. We situate our discussions in the literature on critical pedagogy, affect/emotion theory, and memory studies. We utilise duoethnography as a methodology for our dialogic inquiry. A duoethnographic approach enables us to be both self-reflexive and socially transformative through our explorations of lived experiences of language loss and gain and of our historical becoming of professional language educators. We highlight how multilingual identities are constructed, challenged, and reconstructed not only by social practices of sign-use, but also by intergenerational spatial mobility and the distributed nature of postmemory. Finally, we provide pedagogical implications for language education that seek to foster critical affective literacies. Turning to affect and emotion is important to move the discussion of multilingual identities beyond physical signifiers of social differentiation (i.e. race, gender, ethnicity, and class). Pedagogical attention to memory, affect and identity may offer us a more nuanced understanding of teachers’ and students’ agency and investment in multilingual semiotic practices.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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