Empowering local bilingual teachers through extending the pedagogy of multiliteracies in Taiwan’s primary education
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
In 2018, Taiwan announced a bilingual education policy. Since then, bilingual teacher development has been a national priority, which has created anxiety and concerns among local Taiwanese teachers, who are expected to teach in the English medium. By extending the core values, design principles and inspired practices from New London Group’s (1996) pedagogy of multiliteracies (PoM), we present how a local Taiwanese teacher in a Grade 1 content and language integrated learning mathematics class successfully leveraged translingual and trans-semiotic resources in an English-as-a-foreign-language context, which in turn facilitated learners’ multilingual production. The findings show that trans-semiotizing helps bilingual teachers effectively deliver and support content learning, whereas translanguaging enables bilingual teachers to create a positive environment which encourages learners’ multilingual production. This study provides an opportunity for Taiwan’s educators to productively navigate problems arising from the bilingual education policy and nativespeakerism in Taiwan through creatively adapting the PoM. This study concludes with directions for bilingual teacher education.
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 | 0.000 |
| 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) | 0.003 | 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