Bibliographic record
Abstract
The intake of immigrants and refugees by countries such as Canada, the US, the UK, and Australia has significant implications for involved adults and children. As they navigate their heritage nations, the acquisition of the English language becomes essential for education and vocational purposes. In essence, to be integrated into their heritage nations, migrant adults and children face the challenge of having to learn a second language. It is important to acknowledge the disruption of education and careers experienced by these individuals as they seek new beginnings in heritage nations. While heritage nations such as Canada have programs that facilitate the integration of immigrants and refugees, some of the initiatives fail to take into account their diverse needs. For example, Fang et al. (2018) indicate that refugees face gendered barriers, low education levels, emotional scars and physical impairments, and cultural barriers, which hinder their acquisition of the English language. Understanding the specific challenges immigrants and refugees face as they transition to their new environment is critical to improving their experience. This paper examines the psychological, socio-cultural, and educational implications of education and career disruptions of immigrants and refugees and suggests strategies to support new language acquisition. Received: 30 September 2024 / Accepted: 2 November 2024 / Published: 20 November 2024
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".