Roots and Connections: A Culturally Integrated Approach to EAL Instruction
Bibliographic record
Abstract
This article describes a culturally integrated approach to teaching English as an Additional Language (EAL) through Roots and Connections: A Culturally Inte- grated ESL Curriculum for Community Orientation in Alberta. This was devel- oped by the Centre for Intercultural Education to integrate intercultural sensitivity into English-language instruction. Based on a Canadian Language Benchmarks (CLB) approach to language development, it integrates supported community connections and cultural knowledge to provide effective early social integration supports through survival-level language development. This resource is a response to community needs determined through the Rural ESL Enhance- ment Project. Many rural communities in Alberta were struggling to support the needs of increasingly culturally diverse newcomers, including language pro- gramming, settlement services for newcomers, and intercultural sensitivity for community-service providers. This called for a culturally integrated resource in which the content, process, and instructor supports were intentionally designed to meet survival language needs and to develop intercultural sensitivity among all participants, in the service of broader community integration goals. This proj- ect demonstrates the enhanced effectiveness of EAL programming that explicitly engages the diversity of its learners using intercultural communication processes and supports the adoption of a culturally integrated approach to other kinds of part- and full-time EAL programming.Cet article décrit une approche tenant compte de la culture pour l’enseignement de l’anglais en tant que langue supplémentaire par le biais du programme Roots and Connections: A Culturally Integrated ESL Curriculum for Commu- nity Orientation in Alberta. Ce programme a été développé par le centre pour l’éducation interculturelle de sorte à intégrer la sensibilité culturelle dans l’édu- cation de langue anglaise. Reposant sur l’approche au développement langagier des niveaux de compétence linguistique canadiens, cette démarche intègre l’appui communautaire et les connaissances culturelles pour fournir un appui précoce en intégration sociale par le biais du développement langagier visant la survie. Cette ressource a été développée en réaction aux besoins communautaires tels que déterminés par un projet visant l’amélioration de l’ALS en milieux ruraux. Plusieurs communautés rurales en Alberta avaient du mal à répondre aux besoins des nouveaux arrivants d’origines culturelles de plus en plus diverses, y compris la programmation linguistique, les services d’établissement pour nouveaux venus et la sensibilité interculturelle pour les prestataires de services communautaires. Il fallait une ressource adaptée culturellement dont le contenu, le processus et les appuis aux enseignants étaient expressément conçus pour répondre aux besoins linguistiques (de survie) et pour développer la sensibilité interculturelle chez tous les participants, au service des objectifs plus vastes d’intégration communautaire. Ce projet démontre l’efficacité accrue d’une programmation en anglais comme langue supplémentaire qui fait explicitement appel à la diversité des apprenants par le biais de processus de communication interculturelle et qui appuie l’adoption d’une approche tenant compte de la culture au sein de d’autres programmes à temps partiel ou à temps plein.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.002 | 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".