Facing failure: unveiling challenges in implementing plurilingual pedagogy through teacher-researcher collaboration
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
Language instruction continues to be shaped by a dominant monolingual ideology (Cummins, Citation2007), despite increasing academic advocacy for plurilingual pedagogy (e.g. Galante et al., Citation2022). Bridging this gap remains a significant challenge. This article reports on a teacher-researcher initiative that involved two online workshops designed to introduce plurilingualism and form-focused instruction to five German and three French language teachers in higher education. The workshops focused on theoretical concepts and the adoption of a plurilingual teaching model, supported by material adaptation facilitated by the researchers. Data from workshop interactions between teacher participants and researchers reveal persistent challenges in aligning theoretical objectives with practical implementation. The teachers demonstrated varied understandings of key concepts such as metalinguistic reflection and crosslinguistic comparison, often defaulting to existing pedagogical beliefs. Additionally, the researchers’ facilitation approaches, including dominating interaction and demonstrating limited responsiveness, constrained engagement. This article examines these challenges and proposes strategies to better support the co-construction of knowledge in future professional development initiatives.
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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 | 0.002 | 0.001 |
| 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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