Teaching English in a Multicultural Society: Three Models of Reform.
Bibliographic record
Abstract
Because of the global status of the English language, and the cultural and linguistic qualities of English literature, English teachers are at the fulcrum of educational de ‐ bate. As global curriculum expands and re ‐ focuses the challenges and possibilities of multicultural education, teachers, schools, and communities are challenged to re ‐ examine the traditional English curriculum and articulate rationales for change. For this study I interviewed 15 teachers from different schools and school boards in On ‐ tario to explore their views and approaches to these challenges. The participants rep ‐ resented a spectrum of beliefs and practices in response to emerging considerations for teaching English within a prototypically multicultural society such as flourishes in Ontario. T heir perspectives and experiences both raised new questions and re ‐ opened fundamental questions posed decades ago within first language learning: What is English? What is the role of a student’s identity – including ethnic and linguistic ori ‐ gins? In listening to English teachers describe their current and ongoing efforts to create meaningful learning experiences for students, I identified three approaches: (a) Adaptation/Coping, (b) Collaborative Inquiry/Applied Research, and (c) Activism. English teachers can apply participants’ insights and examples to policies and prac ‐ tices for relevancy and effectiveness, and begin to compare and assess new directions for teaching English in a multicultural society and the global age. Key words: curriculum reform, English language arts, intercultural dialogue, multi ‐ cultural education, global curriculum En raison du statut international de l’anglais et des qualites culturelles et linguistiques de la litterature anglaise, les professeurs d’anglais sont au cœur des debats sur l’enseignement. A mesure que le curriculum se mondialise et reoriente les defis et les possibilites d’une education multiculturelle, les enseignants, les ecoles et les commu ‐ nautes sont forcees de reexaminer le curriculum traditionnel en anglais et de formuler des argumentaires en faveur du changement. Pour cette etude, l’auteure a interviewe quinze enseignants de differentes ecoles et commissions scolaires en Ontario en vue de cerner leurs idees et leurs approches quant a ces defis. Les participants represen ‐ taient un eventail de croyances et de pratiques en reponse aux nouveaux aspects a prendre en consideration dans l’enseignement de l’anglais dans une societe multi ‐ culturelle, dont l’Ontario est un exemple eloquent. Leurs points de vue et leurs expe ‐ riences soulevent de nouvelles questions et rouvrent un debat fondamental, vieux de quelques decennies, sur la nature de l’anglais et le role de l’identite de l’eleve, in ‐ cluant ses origines ethniques et linguistiques, dans l’apprentissage de la langue ma ‐ ternelle. En ecoutant ces enseignants decrire leurs efforts systematiques en vue de creer des experiences d’apprentissage interessantes pour leurs eleves, l’auteure a identite trois approches : l’adaptation, la recherche concertee ou active et l’activisme. Les professeurs d’anglais peuvent, dans un souci de pertinence et d’efficacite, appli ‐ quer les perceptions et les exemples des participants aux politiques et pratiques et commencer a comparer et a evaluer de nouvelles orientations pour l’enseignement de l’anglais dans une societe multiculturelle a l’ere de la mondialisation. Mots cles : reforme du curriculum, enseignement de l’anglais, dialogue interculturel, education multiculturelle, mondialisation du curriculum
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".