Mediation practices of pluri-lingual/cultural, and transnational educators and researchers: a collaborative autoethnography
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 shifting the field of applied linguistics towards more dynamic and holistic language perspectives and practices, the concept of mediation has helped frame language use and users as part of social, agentive, collaborative communication processes within and across languages. While mediation is typically used in relation to language learners (Council of Europe, Citation2020), the concept can also be applied to language professionals. This collaborative autoethnographic study explores the mediation practices influencing the identities, teaching, and research of two pluri-lingual/cultural, transnational educators. Adopting a collaborative autoethnographic approach (Chang et al., Citation2013), we collected data through interview questions, tandem writing and written dialogic conversations. The collected data was analyzed through an inductive thematic approach (Braun et al., Citation2019) to capture the plurilingual, pluricultural, and transnational repertoire and mediation practices we engage in. We position ourselves as participants to co-explore our distinct and intersecting lived experiences as teachers and researchers in applied linguistics and language education. Our study suggests that mediation transcends the confines of a primarily pedagogical application, revealing to be a dynamic and fundamentally constitutive process for the negotiation of identities as individuals, educators, and researchers, as it actively molds the modalities individuals adopt to create new meaning.
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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 | 0.001 | 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