Power, positioning, and precarity: identity negotiation and agency in multilingual minors in Canada
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
In this study, I explore how multilingual children in Canada harness translanguaging to express and negotiate their evolving identities. This research, which centres on five Iranian-Canadian minors and one of their parents from three provinces, employs a multiple-case study design and utilises linguistic (interviews, questionnaires, writings) and non-linguistic (drawings) methods to examine language use and identity negotiation. The findings indicate translanguaging as a driver for empowerment, enabling minors to navigate their linguistic and cultural environments. This practice enriches communication and influences their identities, moulded by family dynamics, socio-economic status, and educational policies. Family and institutional support also shape multilingual identities. Moreover, the research illustrates how translanguaging can challenge monoglossic norms and build pluralistic identity among multilingual minors. Limitations arise from children’s cognitive and emotional capacities and the socio-economic context of the sample. This work advances our understanding of translanguaging’s impact on Canadian education and emphasises the significance of recognising and employing linguistic diversity in pedagogy.
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 | 0.002 |
| 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