Self-reports from portraits of six Greek adult trilinguals : growing up as 'Bill 101' allophone children
Bibliographic record
Abstract
This inquiry explores six Greek trilingual adults' perceptions about becoming and being trilingual. The six participants are "children of Bill 101", that is, as allophones (speakers of other languages than English and French) they were formally schooled in the French public school system. The participants received English instruction taught as a second language and attended Greek heritage language schools. I adopted a socio-cultural approach to learning, language and literacy and embraced the tenets of activity theory to describe the participants' development of culture and a trilingual identity. To understand how they came to develop cultural and linguistic skills in English, French and Greek, and describe themselves as trilinguals, I conducted 40 hours of in-depth and life-story interviews over three years. I aimed to access the participants' perceptions of their experiences 'growing up Greek' in Montreal, Quebec, their self-identification with the three languages and their perceptions of becoming and being trilingual. I examined their audio-recorded discussions by first transcribing them and searching for relevant vignettes and themes. These vignettes helped determine the larger contextual and personal factors that influenced and affected the participants' perceptions of the process of becoming and being trilingual. Lawrence-Lightfoot & Davis's concept of "portraiture" is a useful methodology to illustrate how trilingual adults present and negotiate their life worlds in the three languages and spaces---home, work, social and community events. The results of my inquiry suggest that the six "children of Bill 101" who are now Greek trilingual adults constructed their knowledge and their identities through their interactions with parents, relatives, teachers and peers within home, school, work, and diverse social contexts in both different and similar ways. Their actions are interwoven with issues of access, choice, identity, power and stat
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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 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".