Creative Maladjustment and Creative Subversion of Kazakhstan’s English Teachers: Doing Translanguaging in Concealment
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
Kazakhstan’s government has been pushing for English proficiency to become globally competitive. Rhetoric about global competitiveness has resulted in various policies to promote English teaching and learning in primary, secondary, and tertiary institutions. English has eventually evolved as the language of instruction in many universities. The direct language teaching approach has been the mainstay for teaching English as a foreign language (EFL), whereby school administrators do not permit teachers to use the mother tongue. Instead, they are to teach English monolingually. With the monolingual approach to teaching, the teacher does not need to know the local languages of the students and is supposed to be a native speaker or have native-like proficiency in the English language. Most of the English teachers in Kazakhstan are local. This qualitative study explored English teachers’ experiences in elementary and secondary schools in Kazakhstan and how they navigated their daily lives in the classroom teaching EFL. The findings indicated that teachers have long been practicing creative maladjustment and creative subversion by utilizing a translanguaging approach to teaching English without knowing the efficacy of translanguaging in language learning. This article suggests introducing and developing translingual art-based practices for teaching and learning English in Kazakhstan.
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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