Manifestations of translanguaging and transknowledging in the assemblage of EAP writing
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
Abstract This paper examines how translanguaging and transknowledging manifest in the research-paper writing process of pre-university international students as English language learners in a Canadian EAP program. A wealth of research has documented the challenges these students face in learning the conventions of English academic writing. More recent research has explored the potential of translanguaging in writing pedagogy; however, we argue that current research has yet to fully enact the decolonizing agenda underlying translanguaging as a movement, that is, to dissolve monolingual ideologies and hegemonic structures and to allow for transknowledging that represents the diverse ways of knowing circulating within the EAP classroom. Drawing on the concept of assemblage, data from one student composing a source-based research paper is presented to highlight the presence of translanguaging and transknowledging in their work, as well as the threat of transgression that demarcates which languages and knowledge are permitted. We conclude with methodological and pedagogical recommendations to disrupt conventional logic in how translanguaging research and practice can serve to create more globally inclusive educational spaces.
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 | 0.001 |
| 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