Collaborative Approaches to Multilingualism
Bibliographic record
Abstract
In this article, we chronicle the development and implementation of a multilingual drama workshop for teacher candidates within the framework of a course titled “Supporting English Language Learners,” as part of the Master of Teaching Program at the Ontario Institute for Studies in Education. This course takes a decidedly critical approach to language learning, largely challenging the prioritization of dominant colonial languages and encouraging pedagogical strategies embedded in multilingualism and translanguaging. Course instructors also emphasize the importance of identity affirmation through activities, assignments, and modes of communication that celebrate the linguistic, cultural, and individual backgrounds of the students. In 2023, a mandate to address drama curriculum expectations in the Junior/Intermediate (J/I) sections of the course opened an opportunity to explore drama as a pedagogy to enhance multilingualism and celebrate diverse identities in the classroom. A collaboration between four instructors, including one drama specialist, culminated in an initial workshop focusing on identity texts, drama, and multilingualism. Participants created multilingual identity poems and animated them through a series of dramatic exercises led by the specialist. Teacher candidates in all three classes responded positively to the initiative, and several created their own multilingual/drama activities for use in their future classrooms. Dans cet article, nous décrivons l’élaboration et la mise en oeuvre d’un atelier de théâtre multilingue pour les futurs enseignants dans le cadre d’un cours intitulé « Soutenir les apprenants de l’anglais », qui fait partie du programme de la maîtrise en enseignement de l’Institut d’études pédagogiques de l’Ontario. Ce cours adopte une approche résolument critique de l’apprentissage des langues, remettant en grande partie en question la priorité accordée aux langues coloniales dominantes et encourageant les stratégies pédagogiques ancrées dans le multilinguisme et la pédagogie translinguistique. Les enseignants du cours soulignent également l’importance de l’affirmation de l’identité par le biais d’activités, de travaux et de modes de communication qui célèbrent les origines linguistiques, culturelles et individuelles des étudiants. En 2023, un mandat visant à répondre aux attentes du programme de théâtre dans les cycles moyen-intermédiaire a fourni une occasion pour explorer le théâtre en tant que pédagogie pour renforcer le multilinguisme et célébrer les diverses identités dans la salle de classe. Une collaboration entre quatre enseignants, dont une personne spécialiste du théâtre, a mené à un atelier initial axé sur les textes identitaires, le théâtre et le multilinguisme. Les participants ont créé des poèmes identitaires multilingues et les ont animés par le biais d’une série d’exercices dramatiques dirigés par le spécialiste. Les futurs enseignants des trois classes ont réagi positivement à cette initiative et plusieurs d’entre eux ont créé leurs propres activités multilingues/théâtrales qu’ils utiliseront dans leurs futures classes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.015 | 0.026 |
| Scholarly communication | 0.014 | 0.011 |
| Open science | 0.004 | 0.031 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.017 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".