A more-than-language approach to inclusion and success of indigenous children in education: reflections on Cambodia’s multilingual education plan
Bibliographic record
Abstract
This article explores the potential of multilingual education (MLE) and culturally sustaining pedagogy to promote school inclusion and success of children who speak a non-dominant language is explored. This potential is examined with reference to the authors’ formative evaluation of the Royal Government of Cambodia’s implementation of a five year Multilingual Education National Action Plan (MENAP). The plan and its subsequent Multilingual Education Action Plan (MEAP) have enabled Indigenous children to be taught using one of five Indigenous languages during the first three years of school. Our interpretation of findings reinforces a conceptualization of MLE as a means to transmit culturally diverse ways of knowing, doing, and being so that children become multilingual and multicultural. This requires a more-than-language approach to MLE whereby nondominant language speakers partner with educators to generate culturally sustaining curriculum content, learning activities and teaching resources that immerse children in the knowledges, thinking, and skills of their own cultural community./ Keywords: Multilingual education, Cambodia, culturally sustaining pedagogy, multiculturalism, Indigenous children
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".