EAP Curriculum Alignment and Social Acculturation: Student Perceptions
Bibliographic record
Abstract
The role of English as a second language (ESL) teachers and instruction as fac- tors in student social and psychological acculturation is widely acknowledged. However, the function of English for Academic Purposes (EAP) is less well known in this regard, because research has focused largely on academic acculturation. This qualitative study investigated the perceptions of curriculum alignment with undergraduate study by post-EAP learners (students who had successfully completed EAP and were registered in mainstream university programs). Semistructured interviews were conducted with 7 former EAP students from a range of faculties at a large Canadian university. Analysis of interview data highlighted social acculturation as a perceived need in EAP curriculum, as participants remarked on linguistic and cultural barriers faced while participating in university life post-EAP. The researchers argue that social acculturation is typically underrepresented in EAP curriculum, and may be inadvertently overlooked by instructors, curriculum planners, and program providers. Il est largement reconnu que les enseignants d’anglais langue seconde et l’enseignement linguistique représentent des facteurs importants dans l’acculturation sociale et psychologique des étudiants. Toutefois, on connait moins bien le rôle de l’anglais académique (EAP) dans ce contexte, la recherche ayant surtout visé l’acculturation académique. Ce e étude qualitative a interrogé des nissants d’un programme d’anglais académique qui suivaient des cours réguliers à l’université pour connaitre leurs perceptions de l’harmonisation du programme EAP avec les cours réguliers du premier cycle à l’université. Des entrevues semi-structurées ont eu lieu auprès de 7 nissants du programme EAP actuellement inscrits dans di érentes facultés d’une grande université canadienne. L’analyse des données d’entrevue a indiqué que les nissants trouvaient que le programme EAP devait toucher l’acculturation sociale car ils a rontaient des barrières linguistiques et culturelles lors de leur participation à la vie universitaire après avoir terminé le programme. Les chercheurs affirment que l’acculturation sociale est généralement sous-représentée dans le curriculum EAP et que ce e composante peut, par mégarde, être négligée par les enseignants et par les planificateurs et fournisseurs du programme.
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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 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| 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".