Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
With the number of international students growing rapidly within (international) higher education, more attention has been focused on the need to consider international students’ experiences, particularly those from the global south, from more critical, ethical and qualitative perspectives. This paper examines how the lived experiences of three multilingual international students at a Canadian university were impacted by ideologies stemming from neoliberalism and native-speakerism within higher education. Through in-depth interviews with each student, the findings point to complex ways in which such ideologies gradually worked to displace the students’ languages and cultures through processes of othering and inferiorisation. More specifically, the combined sociocultural and material impact of neoliberalism and native-speakerism resulted in the students appearing to reject participation in and affiliation to their cultural groups, repositioning their languages as deterrents to the development of their English language proficiencies, and adopting behaviours that could linguistically and socially approximate them to an imagined native speaker of ‘standard’ English, including attending speech therapy. The conclusion critically discusses the importance of reform in higher education with respect to language, diversity and social justice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 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 | 0.000 | 0.000 |
| 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 it