An ESL language learning community for prospective students: spouses of international students at Memorial University of Newfoundland
Notice bibliographique
Résumé
IntroductionBackground and the purpose of the study Sometime last year I met Mary (pseudonym), a woman from southern Asia, and we had a chat.Although I already knew that she came with her husband, a post-doctoral fellow at Memorial University ofNewfoundland (MUN), and that she stays at home, I was surprised to knowthat she was unhappy to be at home all the time.However, she had no choice.It was even more surprising for me to know she has her Bachelor's Degree in Business and had worked for an international company, but she could not study here since she had done poorly in the English as a second language test.I used to believe that international women like her became housewives because they had no higher education in their home country.I was wrong!I feel so sorry for her and this aroused my curiosity about the status of spouses of other international students.From my work as an instructor for a reading course for the spouses and my personal contacts with international students, I had chance to find out.Interestingly, I found that the husbands as spouses of international students usually try all means to get admission and manage to further their schooling.Nonetheless, Mary is not alone.There are many wives who came to St. John's with a high level education background but had to give up the opportunity of further education.Some stay at home with loneliness; some get j obs which are not appropriate for their education.The longer they are away from higher education, the more chances they miss; the longer they stay at home, the more isolated they feel; and the more unhappy they are, the more likely it is that their husbands' academic achievement would be affected which may result in their leaving for somewhere else.What is more, these women's voices will not be heard since they are often isolated and have no connection with other women in similar situations (Gilligan, 1982) and thus unable to share their feelings with others.university internationally (Koenderman, 2000).In contrast, providing the necessary support to facilitate the adjustment of their spouses will not only help retain current international students, but will also attract students and scholars with families abroad to come here.In addition, husbands of international students will not be excluded to join the language learning community if they have the same needs.To help fulfill the university' s recruitment plans and establish its reputation in internationally marketing, the study will provide policymakers and educators with meaningful information in the area of ESL services for spouses of international students.Definition of key terms International students refer to students who come from a foreign country and who are not Canadian citizens.In this study, they include not only undergraduates but also graduate students and postdoctoral fellows.Learning community is a setting that learners get together and learn together in an informal way.With help from the outside society, they share knowledge, make use of experience, and provide support to each other.
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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) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,030 | 0,003 |
| Communication savante | 0,006 | 0,004 |
| Science ouverte | 0,002 | 0,010 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 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 ».