Power, positioning, and precarity: identity negotiation and agency in multilingual minors in Canada
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.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.030 | 0.016 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".