"Angels in the Marble": Voices of immigrant youth on Prince Edward Island
Notice bibliographique
Résumé
This qualitative case study examined the lived experiences of 4 secondary English as Additional\nLanguage (EAL) students in Prince Edward Island schools and communities. More specifically,\nparticipants shared their perspectives on their unique and sometimes painful experiences in PEI\nsecondary schools and communities. The following 2 research questions guided this research:\n What factors do EAL students say contribute to their successes in the PEI school system\nand community?\n What barriers do EAL students say inhibit their successes in the PEI school system and\ncommunity?\nStudents participated in 2 in-depth research conversations of approximately 60 minutes\neach. Data were collected, analysed, compared and contrasted, using qualitative data collection\nand analysis techniques in order to respond to research questions which ultimately examined the\ncontributing factors to the participants‘ successes as well as barriers to successes in the PEI\nschool system and community. The second research conversation included the 4 participants‘\nphotographs they took and described as representations of their experiences in PEI secondary\nschools and communities. These representations were often symbolic objects (e.g., a letter,\nartwork, instrument, ethnic food) that had particular significance for each of the participants.\nSimilarities and differences among the responses were assessed and compared while\ntaking account of students‘ English language levels, socio-economic status, educational and\npersonal experiences, and length of time in Canada. Emerging themes, which examined the\ncontributing factors to their successes and barriers, included: loneliness; isolation; English\nlanguage level as a barrier; social networking; communication; engagement and disengagement; motivation for moving; and, the loss of identity, culture and language. The data further revealed\nthat 3 out of the 4 participants noted their biggest successes as making friends and doing well in\nschool in at least one or more subjects. In contrast, all 4 participants noted their low or lower\nEnglish language level was a significant barrier which ultimately affected their ability to\ncommunicate. As a result, they experienced loneliness and isolation and did not feel they made\nmeaningful Canadian friendships. Marginalization and exclusion occurred in the 2 secondary\nschools the EAL participants attended. Moreover, participants cited their low English level as\nhaving a direct impact on their ability to participate in classes and comprehend the teacher and\nthe material. They attributed lower grades, especially in English classes, as a result of their\nlower English language proficiency level.\nPractical implications are discussed in relation to current research literature and previous\nstudies. Specific recommendations to create more successes for secondary EAL students and to\neliminate identified barriers to their successes are included.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,018 | 0,012 |
| Communication savante | 0,005 | 0,003 |
| Science ouverte | 0,002 | 0,009 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».