Construction and Negotiation of Identities of NNES Graduate Students in an ESL Context
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 study critically investigates construction and negotiation of multiple and often hybrid identities of non-native English speaking (NNES) graduate students majoring in an English education program at a Canadian university. With a theoretical framework of language socialization (LS) with critical discourse analysis (CDA) and communities of practice (CoPs) approaches, this multiple case study examines how NNES graduate students construct, reconceptualize and negotiate their identities through discourse in their LS processes. Findings suggest that NNES graduate students often shuttled between various CoPs and constructed multiple and hybrid identities which are non-static, situational as well as contextual. Therefore, indiscriminative and uniformed construction of identity as NNES should be discouraged as it could be misleading and has a risk of grouping and essentializing NNES as novice and a marginalized member of academic CoPs. Moreover, NNES graduate students can be empowered and make the best of their investments by perceiving themselves as individuals who are linguistically and socioculturally multicompetent members of various academic CoPs while recognizing their multiple and hybrid identities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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) | 0.000 | 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 it