Interactions between learning English and studying drama: an autoethnography of being a drama student in an English-language context
Bibliographic record
Abstract
In a multicultural, plurilingual, and welcoming environment like Canada, there is a continuous demand for English as an Additional Language (EAL) learning. In this context, pedagogical approaches should be carefully chosen to reflect learners? traits and cross-cultural experiences. This thesis examines the relationship between drama education and language learning, aiming to offer insights and inspiration for EAL educators and learners, drama practitioners, and individuals residing in multicultural settings, such as Canada. Autoethnography is employed as the methodology. The analysis draws on the researcher?s personal experiences as both an EAL learner and a drama student living in Canada. By analyzing the researchers? personal experiences alongside relevant literature, this thesis examines how the interaction between drama and language education can be most effectively realized. It argues that this integration is particularly valuable for EAL learners who are interested in drama and are learning with non-native-English speakers from diverse cultural backgrounds.
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.012 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".