Technologies and Sociomaterial Tensions in the Second Language Classroom
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
This exploratory study was inspired by the question “what do digital tools (un)expectedly produce in the second language classroom?” Examining the experiences of two focal French as a Second Language teachers, this article uses sociomaterial theories to explore how the confluence of students, teachers, technologies, and other materials produced disruptions and new possibilities for language learning. The analysis, presented through vignettes of lessons involving Scratch coding and WordReference.com, maps these tensions and the ways the various actors respond to the (un)expected outcomes. These moments reinforce that technology integration in language learning is not simply a manifestation of the teacher's pedagogical planning, but an unfolding with multiple possible becomings and unanticipated trajectories. This article contributes to the growing corpus of studies employing sociomaterial approaches and considers the importance of other materialities in understanding the role of technology in language learning.
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 | 0.000 | 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 | 0.000 |
| 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 it