Becoming Citizens: Racialized Conceptions of ESL Learners and the Canadian Language Benchmarks
Bibliographic record
Abstract
In this article, I report a qualitative study that sheds light on how adult learners of English as a Second Language (ESL) are constructing new national identities in the context of the challenges associated with immigration. In particular, I trace how the common threads among their conceptions of citizenship compare with those embedded within official, na tional assessment, and curriculum documents. Using a broad questionnaire and a focused set of semi ‐ structured interviews at a large ESL site in British Columbia, my research rev eals the gaps between the experiences of these immigrants and how these documents construct and position idealized and racialized conceptions of second language learners. Key words: Adult ESL; identity; immigration; assessment and curriculum documents; semi ‐ structured interviews; gap analysis; racialized conceptions; language learning; Lang ‐ uage Instruction to Newcomers to Canada (LINC); language policy and planning Dans cet article, l’auteur presente une etude de cas qualitative qui permet de mieux com ‐ prendre comment des adultes apprenant l’anglais a titre de langue seconde (ALS) se facon ‐ nent de nouvelles identites nationales dans le cadre des defis associes a l’immigration. L’auteur analyse tout particulierement de quelle maniere les elements communs de leurs conceptions de la citoyennete se comparent a certains des themes des documents de curri ‐ culum et d’evaluation officiels. Reposant sur un vaste questionnaire et une serie ciblee d’entrevues semi ‐ structurees menees dans un grand centre d’ALS en Colombie ‐ Britannique, cette recherche revele les ecarts entre les experiences de ces immigrants et la facon dont ces documents creent et positionnent des conceptions a la fois idealisees et racia ‐ lisees des personnes apprenant une langue seconde. Mots cles : adultes en ALS, identite, immigration, documents d’evaluation et de curricu ‐ lum, entrevues semi ‐ structurees, analyse des ecarts, conceptions racialisees, apprentissage d’une langue, Cours de langue pour les immigrants au Canada (CLIC), politique ‐ et amen ‐ agement linquistiques
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How this classification was reachedexpand
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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".