ESL Teacher-Candidates’ Beliefs About Language
Bibliographic record
Abstract
How do ESL teacher-candidates grapple with beliefs about language during their professional training? In this article, we present the findings of a qualitative research study conducted in a large eastern Canadian university Bachelor of Education program. As Johnson (2010) has recently noted, despite extensive research and theoretical work that stresses the importance of functional conceptualizations of language based on social practice, much ESL teacher training still revolves around the skills needed to transmit antiquated notions centered on descriptions of phonology, morphology, syntax, and grammar. This study identifies five key factors that influenced how the teacher candidates in this study thought of language: prior beliefs, interaction with peers, the course textbook, lectures, and the teaching practicum. We found that our participants demonstrated willingness to consider language as social practice and argue that this tendency can be strengthened in particular through the integration of teacher-training course content as it pertains to functional conceptions of language with the practicum experience.
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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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.149 | 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".