Past Expectations, Current Experiences, and Imagined Futures: Narrative Accounts of Chinese International Students in Canada
Notice bibliographique
Résumé
The internationalization of higher education has led to the influx of Chinese international students in Canada. The literature on these students usually addresses the factors that drive them to Canada, their learning experiences, and the impact of the stereotypical constructions of “Chinese learners” on their language learning. But the literature does not connect the current learning experiences of these students to their past back in China and the futures in their imagination. This narrative study investigates the English learning and IELTS test-taking experiences of ten Chinese international students before and after they came to Canada to find out how their past and present experiences and imagined futures are interconnected in shaping their identities. In analyzing the storied, shared, and envisioned experiences of ten participants, I found that they came to Canada to escape Gaokao and learn English for a better future. While in Canada, they experienced tensions between learning in an English language Pathway Program and in university disciplinary classrooms, between learning in homestay and church settings, and navigating their identities of being Chinese, being Chinese international students, and being transnational. IELTS related stories showed that they observed discrepancies between the test-tackling strategies and their university learning, misconstrued IELTS preparation as English learning, and challenged the power of IELTS in shaping their English learning experiences and themselves as English learners. Drawing on Bourdieusian perspectives, sociocultural theorizing, Darvin and Norton’s (2015) investment model, and Chinese Ti-Yong logic guiding language learning, my analysis suggests that the current learning experiences of these students should be considered holistically with their past and future taken into account. The data reflects how the gate-keeping IELTS test has affected their perceptions about learning English, emotions, and identities as test-takers. The study brings implications to the systematic contradictions in the education system in China dominated by Gaokao as a compulsory exam for university admission, and the need for universities in Canada to view international students holistically as individuals with histories, and as complex subjects with flexible and multiple identities. Institution- and discipline-specific measures of supporting international students and faculty members working with them are suggested.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».