Translanguaging and Bi-Lingual/Cultural Acquisition: A Narrative Inquiry into Young Chinese Visiting Students' International and Cross-Cultural Experiences between Canada and China
Bibliographic record
Abstract
Situated within Dr. Shijing Xu and Dr. Michael Connelly’s Project entitled “Reciprocal Learning in Teacher Education and School Education between Canada and China” (Xu, 2019; Xu & Connelly, 2017), this study makes a narrative inquiry into five K-5 young Chinese visiting students’ translanguaging and bi-lingual/cultural acquisition in the international and cross-cultural experiences between Canada and China. Three research questions are addressed in this thesis: 1) What are young Chinese visiting students’ translanguaging practices in their international and cross-cultural experiences? Do they change over time? If so, how? 2) What is young Chinese visiting students’ bi-lingual/cultural acquisition in their international and cross-cultural experiences? and 3) How do the young Chinese visiting students make sense of their international and cross-cultural experiences through language and culture? To understand the lives of five young Chinese visiting students in the Canadian schools, homes, and local communities, the researcher also recruited other three Chinese visiting scholars’ children (Grades JK-5) and three Canadian adults as research informants. Field texts were collected via participant observation, semi-structured interviews, field notes, casual conversations, students’ artifacts of classroom work, drawings, and diaries. Clandinin and Connelly’s (2000a) three-dimensional narrative inquiry space framework was used to analyze the fieldwork within social, cultural, and historical contexts. Research texts show that translanguaging played an important role during and after the young Chinese visiting students’ visit to Canada, including facilitating the understanding of English texts and conversations, expressing themselves in flexible forms, and making sense of their lived experiences. Besides, the Chinese students were not passive recipients of knowledge during the visit but contributed to Canadian classrooms and communities with creative translanguaging that was contrary to monolingual practice. After they visited Canada and returned home to China, they continued to actively explore translanguaging spaces and reflected on the education systems, societies, cultures, and languages of the two countries. Implications for school administrators, parents, teachers, curriculum makers, and policymakers are presented. These include possible ways to effectively support young learners in Canada, young visiting students’ transition to the motherland after a short-term visit and to open more possibilities for language education in China and Canada.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.019 | 0.012 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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".