In their own words: Can transnational students decolonize the English Canadian university?
Bibliographic record
Abstract
Enrolment at Canadian universities is on the rise for students from other countries of origin. But persistent standards of academic English in higher education present a barrier to many students who are not native-English speakers (Sterzuk, 2015; Marshall & Moore, 2013). Transnational students, from international students to recently arrived immigrants, represent a group that should be recognized for its diversity so that an appropriate range of support can be offered (Kenyon, Frohard-Dourlent & Roth, 2012). This study draws on the experiences and perspectives of a small group of transnational students who participate in a university language exchange. Their experiences suggest that while faculty, staff and administration should attend to students’ requests for support, transnational students may be able to draw on a wealth of linguistic resources and literacy practices, leveraging them for academic and social success. As they learn, socialize and enact their identities in and through different languages, these students disrupt the construct and practice of a single, standard, academic English. As their identities and activities like the language exchange open up a new linguistic and cultural space, transnational students could lead the way in decolonizing the English Canadian university.
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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 | 0.000 | 0.000 |
| 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".