“I Subtitle Myself”: Affordances and Challenges of Canadian EAL Students’ Plurilingual Learning Strategies in a Francophone College
Bibliographic record
Abstract
Canadian multilingualism and multiculturalism are on the rise. Yet, monolingual language instruction remains the standard: students are often discouraged from using their additional languages and teaching materials still lack a plurilingual lens. To further inform the practice of plurilingual pedagogies, this paper reports on results of a convergent mixed methods study that investigated the plurilingual learning strategies of 20 adult English as an additional language (EAL) student tutors and tutees in a Francophone college in Montréal. The study asked (1) What plurilingual strategies do EAL tutors and tutees use to teach and learn English from each other? (2) What are their perceptions of the affordances and challenges of these plurilingual strategies? Data from an observation grid, fieldnotes, and semistructured interviews were analyzed deductively and inductively, and merged for convergence analysis. Results show that (1) participants regularly engaged in plurilingual practices including translation, translanguaging, and crosslinguistic comparisons during the tutoring sessions. Further, (2) participants perceived plurilingual strategies as useful for supporting English language development, fostering positive learning experience and conceptual links; however, they noted challenges pertaining to the monolingual posture of EAL instruction, to English oral production, and to the feasibility of plurilingual pedagogies. Implications for EAL education in multilingual contexts like Canada are discussed. Le multilinguisme et le multiculturalisme canadien augmente. Pourtant, l’instruction monolingue reste la norme: on décourage souvent les étudiants d’utiliser leurs autres langues et le matériel pédagogique manque encore d’optique plurilingue. Pour informer davantage la pratique de pédagogies plurilingues, cet article présente un rapport sur les résultats d’une étude de méthodes combinées convergentes qui se sont penchées sur les stratégies d’apprentissage de 20 adultes en anglais langue additionnelle (ALA) d’apprenants tuteurs et d’apprenants dans un collège francophone de Montréal. L’étude demandait (1) Quelles stratégies plurilingues les apprenants tuteurs et les apprenants mettent en œuvre pour enseigner et apprendre l’anglais les uns des autres? (2) Quelles sont leurs perceptions des affordances et des défis de ces stratégies plurilingues? Les données tirées d’une grille d’observation, les notes de terrain et des entrevues semistructurées ont été analysées de façon inductive et déductive et mises en commun pour une analyse de convergence. Les résultats ont montré que (1) les participants avaient régulièrement recours à des pratiques plurilingues comme la traduction, le translanguaging et les comparaisons translinguistiques lors des séances d’apprentissage. De plus, (2) les participants ont perçu l’utilité des stratégies plurilingues en ce qu’elles soutenaient le développement de l’anglais, favorisant une expérience d’apprentissage positive et des liens conceptuels; cependant, ils ont remarqué des défis liés à la posture monolingue de l’enseignement de l’ALA, à la production orale en anglais et à la faisabilité des pédagogies plurilingues. Nous discutons des implications pour l’enseignement de l’ALA dans des contextes multilingues comme le Canada.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.017 | 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".