Standard Language Ideology and World Englishes: A Multiple Narrative Case Study of Immigrant Educators’ Experiences in Canada
Bibliographic record
Abstract
The spread of English and its users across the world has made imperative, an exploration of the language education histories and experiences of immigrant educators who use Outer Circle English varieties in Inner Circle countries. Using an interpretivist approach, this multiple narrative case study explores tensions between standard language ideology and Outer Circle varieties of English as well as their effects on the experiences of educators in Canada who use Outer Circle English. In Inner Circle countries, power imbalances embedded in ideologies about standard English and varieties of English from Outer and Expanding Circle countries can influence the trajectories of immigrant educators. World Englishes scholars have focused on history, definitions, teaching models, native versus non-native speaker dichotomies, language testing and discrimination, while narratives from Outer Circle English users, educated in both Inner and Outer Circle countries are noticeably lacking. Kachru’s concentric circles English model, organized along geopolitical and ideological lines, underpins this discussion about the status and spread of world Englishes. Intersectionality Theory is deployed as the main heuristic in order to explore the experiences and identities of educators who use Outer Circle English varieties. Further, Bourdieu’s notions of linguistic capital - wherein language is understood as capital mediated by social and power relations - facilitate this inquiry into language as a site-of-struggle, its effects, as well as resilience and agency. This study culls from data collected from ten educators in Canada who come from one former American colony and six former British colonies. Data include questionnaires, semi-structured interviews and language autobiographies. Participants’ language education histories and how their language-related experiences have shaped various facets of their lives inform the results of this study. Findings include narratives about heritage, education, teaching practices and research activities that showcase participants’ linguistic, personal, cultural and professional identities. Narrative inquiry fosters a deeper understanding of how participating educators’ experiences influence their multiple and fluid identities, teaching philosophies and pedagogical practices. Narrative provides opportunities for showing connections between participants’ histories, professional trajectories and belongingness. Implications for further research into linguistic variation, social selection and opportunities for educators who use Outer Circle English are discussed.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".