Curriculum Discourses Within a TESOL Program for International Students: Affording Possibilities for Academic and Professional Identities
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
This article investigates the curriculum discourses circulating in a TESOL Masters Program for international students at a Canadian university. It focuses on issues around academic and professional identity constructions and language viewed through dialogical (Bakhtinian) and ecological perspectives. The article examines possibilities for agency for the students who accommodate, negotiate and resist identities, practices and program discourses inflected by broader neo-colonial and global/local tensions. The authors, two teacher educators in the program, interrogate their own practices in an attempt to denaturalize and historicize discourses available in the program and in current conditions of internationalization of higher education. The study illuminates the symbiotic relationship that develops between the discourses circulating in an educational setting and the internally persuasive discourses/identities that are available for uptake in this setting. The authors conclude that certain ideologies and discourses in the environment limit the possibilities for students to see themselves as ‘successful’ graduate students in the new for them academic context or, as they complete their degree, to imagine themselves successful within the profession. Other forces afford relations of possibility that yield positive academic and professional identity formation of these students. The curriculum of TESOL programs needs to engage head on with powerful broader discourses which impact the construction of academic and professional identities of international students in these programs in order to align TESOL programming with ethical practice.
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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 | 0.000 | 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 | 0.004 | 0.000 |
| Scholarly communication | 0.004 | 0.001 |
| 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 it