Culture as Site of Identification: Exploring Cultural Tool Normalization in Immigrant ESL Adults’ Engagements with Canadian Culture
Bibliographic record
Abstract
Culture is widely acknowledged to play an important part in second-language education. This article advances a view of culture as a site of identification and introduces the notion of cultural tool normalization (CTN) to conceptualize cul- tural reproduction as one aspect of the multifaceted processes of identification with culture. It draws on an account of some of the author’s experiences as an adult immigrant to Canada and on data from a larger study on adult ESL stu- dents’ engagements with unfamiliar cultural discourses to illustrate these con- cepts. The article maintains that viewing culture as a site of identification and examining CTN help us to gain a more nuanced understanding of students’ complicated engagements with the cultural discourses that they encounter. Such nuanced understandings should guide us in our pedagogical practices in adult ESL classrooms.Le rôle important que joue la culture dans l’éducation en langue seconde est large- ment reconnu. Cet article propose une vision de la culture comme site d’identifi- cation et présente la notion de la normalisation de l’outil culturel (cultural tool normalization—CTN)) pour conceptualiser la reproduction culturelle comme un aspect de processus multidimensionnels d’identification à la culture. L’article puise dans un compte rendu de certaines des expériences de l’auteur comme immigrant adulte au Canada, et ensuite, pour illustrer ces concepts, dans des données d’une étude de plus grande envergure portant sur la participation des étudiants en ALS face aux discours culturels peu familiers. L’article maintient que l’interprétation de la culture comme site d’identification et l’étude de la CTN nous aident à mieux comprendre la participation compliquée des étudiants dans le cadre de discours culturels auxquels ils font face. Ce genre de compréhension nuancée devrait guider nos pratiques pédagogiques dans les cours d’ALS pour adultes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.017 | 0.012 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".