Translanguaging Décloisonnement: An Epilogue
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
Introduction 1It is always enlightening to read work on translanguaging when it is done with people's own societal epistemologies.This is the case of the present issue of Lidil, focused on pratiques translangagires, which teaches us much about theories of language that in my speaking-English world I have called translanguaging (Garca & Wei, 2014;Garca et al., 2021;Otheguy et al., 2015Otheguy et al., , 2019)).The authors from the English-speaking world have studied pratiques translangagires in very different French-speaking national contexts-France, Switzerland and Canada.Each context has its own challenges and passions.In some, these practices are found in foreign and second language classrooms; in others, in bilingual education, some with immersion.Yet in others, these practices are found in the school use of what are considered dialects.There are examples of pratiques translangagires in cole maternelle, among lves entre 6-8 ans et 11-14 ans, and in the formation des enseignants.The use of pratiques translangagires are found when teaching language, math, science.And they are found among lves, as well as enseignants.Quelles sont alors les pratiques translangagires ?What do these authors and French-speaking scholars mean by pratiques translangagires?And what type of learning and development do these engender? 2The authors in this collection provide some definitions.Auger and Ppiot tell us that it consists, among other things, of "passer d'une langue l'autre"; Gurif, Savoy, and Dango tell us that it is to mobilize "deux ou plusieurs langues dans la construction et l'appropriation de savoirs et comptences disciplinaires".And Dall'Aglio, Fonseca, Favre, Gajo, and Vaissiere tell us that it consists of "la prsence de plus d'un langage, dialecte ou registre".Indeed, this use of two or more languages is the way in which translanguaging practices have been studied in much education research.And this collection contributes much to these understandings.I start first by pointing out the
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 | 0.001 |
| Science and technology studies | 0.000 | 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) | 0.004 | 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 it