Chinese Student Newcomers’ Transition to a Canadian Postsecondary EAP Program: Pre- and Post-Departure Comparison
Bibliographic record
Abstract
The study investigates the cultural and linguistic lived experiences of Chinese international student newcomers in a Canadian postsecondary English for Academic Proposes (EAP) program and whether or not intercultural transformations occur in English learning. As Chinese English learners are immersed in the Canadian tertiary education settings, their normative assumptions about knowledge will be challenged. However, they have experienced an integration by applying different biculturalism strategies, which is characterized by selective acculturation (Schwartz, Ángel Cano, & Zamboanga, 2015). In this study, Chinese-dominant biculturalism marks a simultaneous response to the host culture when participants have limited English proficiency and little contact with the Canadian larger society; while Canadian-dominant biculturalism contains a fluctuate psychological adjustment of loss-transformation-reclamation after participants experienced marginalization. This article aims to delineate Chinese students’ transition trajectories for home and host educational authorities to understand and provide pre-departure and post-departure support to the Chinese students as they will complete their studies internationally.
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.
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 | 0.000 | 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) | 0.008 | 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".