Student Perspectives of Pedagogies, Teachers, and Language Policies in Three British Columbia Offshore Schools in China
Bibliographic record
Abstract
Chinese secondary students in British Columbia (BC) offshore schools navigate among different educational philosophies. This chapter portrays three BC offshore schools as depicted by five recent graduates in reflections on their education, teachers, and language use. The three schools are distinct in size, structure, and location in China. Using a multiple case study design, participants volunteered to join two individual interviews in their first year at a Canadian university. Between interviews, participants wrote journal responses and submitted class handouts for analysis along with public curriculum documents. Data were analysed thematically and the study was framed by theories of second language socialization, transnationalism, and liquid modernity. Participants explained how they both followed and subverted English language policies such as participation marks, using agency to (self)socialize into and through their target language while maintaining Chinese. They also described learning in-between pedagogical differences between Chinese and BC teachers and courses. This chapter contributes to theoretical developments in second language socialization and the role of student agency and teacher policies like participation marks.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.015 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".