Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers
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
Abstract: This qualitative multiple-case study draws on second language (L2) socialization theory (Duff, 1995, 2003; Schieffelin & Ochs, 1986) to explore the discourse socialization of six non-native graduate students through their engagement in an oral activity, the academic presentation (AP) in regular content courses at a Canadian university. Multiple data sources (AP observations, interviews, field notes, course outlines) were collected and triangulated for analysis, which involved recursively going over the data identifying salient and recurrent themes. The study extends our understanding of APs across post-secondary settings by analyzing and comparing the main activity characteristics in four disciplines. In addition, an examination of the presentation challenges and coping strategies of the participating students contributes to viewing their L2 academic discourse socialization as a complex process that may be perceived as difficult even by students with advanced language proficiency and may be resisted by students whose home academic discourse values contrast with those in their new contexts.
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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 | 0.001 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it