Using digital technologies with immigrant plurilingual language learners: A research synthesis
Bibliographic record
Abstract
With massive migratory flows observed around the world, schools are experiencing an unprecedented increase in the enrolment of children who speak multiple languages. Educators are called upon to facilitate immigrant plurilingual students’ inclusion and development of functional competencies in the target language(s), often using digital technologies (DTs) to promote language learning and plurilingual teaching practices. This research synthesis explores the research trends, methods, and findings from studies focused on the use of DTs with immigrant plurilingual language learners. The results highlight that DTs are used in heterogeneous contexts to support the development of immigrant plurilingual students’ overall language proficiency, (multi)literacies, engagement, as well as identity development. However, teachers and learners may require additional support to use DTs and plurilingual practices to their full potential. These concerns point to the need for ongoing professional learning and contextualised supports for educators at the intersection of these areas.
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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 | 0.010 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".