Bibliographic record
Abstract
This paper explores the experiences of sociocultural adjustment of four multilingual international students who speak English as an additional language (EAL) at a Canadian university. International students have been associated with negative images of failure and disruption to higher education on the basis of the hierarchy of cultures that privileges local and western knowledge. Multilingual EAL international students in particular have been broadly characterised as deficient speakers of English considering their non-native proficiency. From this point of view, multilingual international students tend to experience a kind of double deficit as they are compared to both local and native-speaker students. By employing interviews and photographs, this paper seeks to understand and represent the experiences of sociocultural adjustment of the four students and provides an emic, balanced account of each student’s journey which also takes into account the ways in which the students exercised agency. Findings demonstrate the complexity of the international student experience and the importance of meaningful social interaction for multilingual international students to feel included in their communities. Photographs depict experiences from the students’ perspectives which the students considered representative of positive sociocultural adjustment, but also of challenges in the same domain. This paper concludes with insights related to improving the sociocultural adjustment experiences of multilingual international students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.001 | 0.012 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.318 | 0.129 |
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 source (direct Gemma or distilled Codex), 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".