The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada
Bibliographic record
Abstract
This article reports the results of a small-scale study examining the role of English language proficiency in the adaptation of Ukrainian immigrant children and youth to life in Saskatchewan, Canada. The main objective of the study was to describe issues related to English as a Second Language (ESL) proficiency as they are perceived by Ukrainian children and youth and by their parents. The second objective of the study was to explore the following factors in the adaptation process: age, gender, duration of stay in Canada, age upon arrival in Canada, ESL class attendance, school type (English as the language of instruction or bilingual), and level of English proficiency. A total of 60 participants (30 children/youth and 30 parents) took part in the study. The methodology (mixed quantitative/qualitative) involved semi-structured interviews with the children/youth participants, an evaluation of their ESL proficiency, and a questionnaire survey of parents’ views on ESL-related adaptation difficulties experienced by children/youth. The results demonstrated that most Ukrainian immigrant children/youth reported that limited English proficiency was a major problem for them when they moved to Canada. The results of the study suggest that the difficulties experienced by a child who immigrates to Canada depend on the child’s ESL speaking proficiency, general ESL proficiency, duration of stay in Canada, and age upon arrival in Canada.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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".