The Margins as Third Space: EAP Teacher Professionalism in Canadian Universities
Bibliographic record
Abstract
Teachers of English for Academic Purposes (EAP) in the Canadian university se ing o en experience professional marginalization in terms of lack of status, clarity of mandate, or administrative home within their institutions. Despite hav- ing broadly bene ed the ESL/EAL sector in Canada, traditional trait-focused professionalization efforts have been less effective at countering this marginalization of EAP teachers within our universities. However, these margins could be reimagined as a pedagogically innovative space for some university EAP teachers to de ne their professionalism in terms not of what they are, but what they do. Recharacterizing the margins as a third space (Whitchurch, 2008) could allow a degree of freedom for EAP teachers to best exercise their professionalism on their own terms: a postmodern professionalism focused on engagement, service, and collaboration. Les enseignants d’anglais académique en milieu universitaire canadien se retrouvent souvent marginalisés sur le plan professionnel quant à leur statut, à la clarté de leur mandat ou à leur niche administrative au sein de leur établissement. Les e orts traditionnels relatifs aux développement professionnel des enseignants visent des traits et, si leurs bienfaits se sont fait largement ressentir dans le secteur canadien de l’ALS/ALA, ils ont moins bien réussi à contrer ce e marginali- sation des enseignants d’anglais académique dans nos universités. Toutefois, ces frontières pourraient être repensées comme des espaces pédagogiques novateurs où des enseignants d’anglais académique à l’université dé nissent leur professionna- lisme, pas en termes de ce qu’ils sont, mais en termes de ce qu’ils font. La requalification des frontières comme un troisième espace (Whitchurch, 2008) pourrait créer un niveau de liberté perme ant aux enseignants d’anglais académique de me re en pratique leur professionnalisme à leur manière : un professionnalisme postmoderne axé sur l’engagement, le service et la collaboration.
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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 | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.043 | 0.033 |
| Scholarly communication | 0.013 | 0.005 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 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".