Aculturación Canadiense de Egresados y Profesores de la Licenciatura en Idiomas de una Universidad del Sureste Mexicano
Bibliographic record
Abstract
Objective: The objective of the study was to analyze the obstacles experienced by graduates of the Bachelor's Degree in Languages from a university in southeastern Mexico in the process of acculturation to Canadian culture. Theoretical Framework: In this research, Berry's (1997) two-dimensional acculturation model was taken as a theoretical reference. Method: The methodology adopted for this research was the qualitative paradigm, with a constructivist approach, the research was phenomenological. The study population was nine graduates who participated in student mobility and four teachers who have traveled to Canada. Data collection was through interviews carried out virtually through the Microsoft Teams platform. Results and Discussion: The results obtained confirmed that the personal dimension is the one that most hinders the acculturation process of students who carry out mobility. Other factors that influenced acculturation were economic and social. However, the results of the study coincide with Berry's (1997) statements when he points out that the problems of migrants are resistance to preserving their identity of origin and cultural characteristics. Implications of the research: Within the practical implications, the students' experience can be taken up for consideration in the area of Language teaching; since adaptation problems are presented, as well as possible solutions that students can implement. Originality/Value: The results of the research can serve as a reference for students from Latin America who intend to carry out student mobility 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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".