Review of Tian, Aghai, Sayer & Schissel (2020): Envisioning TESOL through a Translanguaging Lens: Global Perspectives
Bibliographic record
Abstract
Ofelia García's and Li Wei's conceptualisation and theorisation of translanguaging (García 2009;Li Wei 2018) have significantly contributed to the emergence of translanguaging as a perspective that can be adopted to appreciate and build on learners' entire linguistic repertoire in Teaching English to Speakers of Other Languages (TESOL).The volume edited by Tian, Aghai, Sayer, and Schissel, Envisioning TESOL through a Translanguaging Lens: Global Perspectives, views translanguaging as a multifaceted lens through which current and future educators can engage in a much-needed critical discussion about monolingual conventions in TESOL.After an introductory chapter authored by the three editors, the book is divided into three parts that respectively position translanguaging theory in TESOL, discuss a translanguaging orientation in TESOL teacher education, and offer various viewpoints on translanguaging pedagogy in TESOL classrooms.Chapter 1, "Envisioning TESOL through a Translanguaging Lens in the Era of Post-multilingualism", is authored by the editors, who suggest using the translanguaging lens for descriptive, theoretical and pedagogical purposes in order to legitimize World Englishes and the fluid use of English, problematize nativespeakerism, and shift from monolingual to multilingual teaching approaches.Part I, "Theorizing Translanguaging in TESOL", starts with Chapter 2, "Broadening the View: Taking up a Translanguaging Pedagogy with all Language-Minoritized Students", where Seltzer and García elucidate the three strands of translanguaging pedagogy for use in TESOL, i.e., translanguaging stance, design and shifts.They also describe the implementation of translanguaging pedagogy by reporting on an ethnographic case study of a US-based English Language Arts teacher who had a transformative experience when implementing translanguaging pedagogy via the three theoretical strands.Chapter 3, "The Need for Translanguaging in TESOL", is authored by Sembiante and Tian who discuss the role of the TESOL International Association as a gatekeeper to the holistic approach to using multilingual students' linguistics repertoires.The authors give suggestions to this organisation on how to support multilingualism in English language education, and highlight the transformative potential of the
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.010 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.005 | 0.008 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 0.003 |
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 source (direct Gemma or distilled Codex), 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".