Acculturation and English proficiency among adult newcomer immigrant ESL learners in Canada across language instruction methods
Bibliographic record
Abstract
Aims and objectives: This study investigated the impact of different instructional environments on learners' acculturation and English language skills among adult English as a Second Language (ESL) learners in Canada to address this gap in the literature. Design: Using a series of qualitative and standardized measures, a robust mixed-methods approach was taken to explore the relationships among those variables. This study included 56 participants attending community-based English classes with learners mainly socializing with other ESL learners and university-based English for Academic Purposes (EAP) courses, where ESL learners were exposed to other students fluent in English. Data and analysis: Quantitative and qualitative analyses were conducted to assess English reading comprehension, English vocabulary, level of mainstream acculturation, heritage enculturation, and social adjustment. Findings: The findings revealed that EAP courses were associated with significantly higher English proficiency and acculturation rates among ESL learners compared to community-based programs. Furthermore, acculturation emerged as a significant predictor of English reading comprehension across both educational settings. Learner satisfaction was noted for each instructional program. Originality: Previous studies have highlighted the significance of acculturation and social integration in facilitating language acquisition among immigrants and international students. However, the Canadian context regarding adult ESL learners remains underexplored. Significance/implications: These findings offer insights for policy and practice in multicultural educational settings and highlight the need for ESL programs to further integrate social and cultural immersion elements within academic structures to facilitate successful language acquisition and acculturation.
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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 | 0.001 | 0.003 |
| 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 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".