Navigating Linguistic Identities: ESL Teaching Contexts in Quebec
Bibliographic record
Abstract
Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers’ range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa & Norton, 2017; Norton, 2014). Through surveys, interviews and focus groups with pre- and in-service ESL teachers, we explore how language and professional identities develop through the lens of French/English identity intersections and acceptance in these teaching contexts. Our findings show a pattern that is unique to the ESL Quebec context: In French-language schools it is often how an ESL teacher’s linguistic identity is seen, rather than how they selfidentify that appears to be essential to their success in integrating into teaching communities. Our research has important implications for our understanding of the ways ESL teachers’ linguistic identities are performed and accepted within plurilingual contexts of teaching. « En fait, je suis francophone! . . . Mais ils me voient encore comme anglophone, même si je ne le suis pas du tout. » L’identité linguistique est profondément ancrée dans la façon dont les personnes s’identifient au sein des groupes et des cultures (Gee, 2000; Sachs, 2005). Les contextes de l’enseignement de l’anglais comme langue seconde (ALS) au Québec et l’éventail du répertoire linguistique des enseignants d’ALS fournissent un paysage intéressant pour envisager les questions d’identité, d’équité et d’acceptation (De Costa et Norton, 2017; Norton, 2014). Par l’entremise de sondages, d’entrevues et de groupes de discussion auprès des enseignants en service et des enseignants en formation d’ALS, nous explorons comment les identités langagières et professionnelles se forment par le prisme des intersections identitaires et de l’acceptation au sein de ces contextes d’enseignement. Nos résultats montrent un schéma qui est unique au contexte de l’ALS au Québec : dans les écoles francophones, il s’agit souvent de la manière dont l’identité linguistique de l’enseignant d’ALS est perçue plutôt que de la façon dont ils s’identifient qui semble être essentielle pour réussir à s’intégrer dans les communautés enseignantes. Notre recherche comporte des implications importantes pour notre compréhension des façons dont les identités linguistiques des enseignants d’ALS sont réalisées et acceptées au sein de contextes d’enseignements plurilingues.
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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 | 0.001 | 0.006 |
| 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) | 0.007 | 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".