Bibliographic record
Abstract
It is our pleasure to bring this issue of the TESL Canada Journal to you.We hope that you fi nd the content of this issue, which includes three Full Length Articles, one In the Classroom article, and one Book Review, relevant and thought-provoking.In the fi rst article, "Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students," Lillie Lum, Mahmoud Alqazli, and Karen Englander highlight the academic literacy requirements of health professions programs and the challenges for ESL students within three major health professions programs across six universities in Canada.This qualitative study focuses on the uniformity of program requirements and available learning supports for their students and emphasizes the signifi cance of academic literacy for the socialization of ESL students into these specialized programs and professions.In the second article, titled "Recurring Topics in English Language Teachers' Wri en Teaching Philosophy Statements," Caroline Payant and Eliana Hirano analyze in-service English as an additional language (EAL) teachers' wri en teaching philosophy (TP) statements to identify the common topics that occur in these statements.Their in-depth analysis showed that Teaching approaches, Teacher roles, Teaching beliefs, and Learning beliefs included the majority of the teaching philosophy statements.In the third article, "Blended Learning Adoption in an ESL Context: Obstacles and Guidelines," William Shebansky presents a mixed methods exploratory study using a survey and interview data to examine factors that infl uence ESL instructor's choices to adopt blended learning in their classrooms.Quantitative and qualitative data shed light on the discussion on blended learning adoption specifi cally in government-funded Language Instruction for Newcomers to Canada (LINC) programs.We have a stimulating In the Classroom article, by Joan Bartel, "Teaching Soft Skills for Employability," which identifi es the essential soft skills for job interviews and job retention by drawing on the fi elds of business and applied linguistics.The author provides practical ideas on fundamental verbal and nonverbal soft skills for use in intermediate and advanced classrooms.
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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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.022 | 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".