"Angels in the Marble": Voices of immigrant youth on Prince Edward Island
Bibliographic record
Abstract
This qualitative case study examined the lived experiences of 4 secondary English as Additional\nLanguage (EAL) students in Prince Edward Island schools and communities. More specifically,\nparticipants shared their perspectives on their unique and sometimes painful experiences in PEI\nsecondary schools and communities. The following 2 research questions guided this research:\n What factors do EAL students say contribute to their successes in the PEI school system\nand community?\n What barriers do EAL students say inhibit their successes in the PEI school system and\ncommunity?\nStudents participated in 2 in-depth research conversations of approximately 60 minutes\neach. Data were collected, analysed, compared and contrasted, using qualitative data collection\nand analysis techniques in order to respond to research questions which ultimately examined the\ncontributing factors to the participants‘ successes as well as barriers to successes in the PEI\nschool system and community. The second research conversation included the 4 participants‘\nphotographs they took and described as representations of their experiences in PEI secondary\nschools and communities. These representations were often symbolic objects (e.g., a letter,\nartwork, instrument, ethnic food) that had particular significance for each of the participants.\nSimilarities and differences among the responses were assessed and compared while\ntaking account of students‘ English language levels, socio-economic status, educational and\npersonal experiences, and length of time in Canada. Emerging themes, which examined the\ncontributing factors to their successes and barriers, included: loneliness; isolation; English\nlanguage level as a barrier; social networking; communication; engagement and disengagement; motivation for moving; and, the loss of identity, culture and language. The data further revealed\nthat 3 out of the 4 participants noted their biggest successes as making friends and doing well in\nschool in at least one or more subjects. In contrast, all 4 participants noted their low or lower\nEnglish language level was a significant barrier which ultimately affected their ability to\ncommunicate. As a result, they experienced loneliness and isolation and did not feel they made\nmeaningful Canadian friendships. Marginalization and exclusion occurred in the 2 secondary\nschools the EAL participants attended. Moreover, participants cited their low English level as\nhaving a direct impact on their ability to participate in classes and comprehend the teacher and\nthe material. They attributed lower grades, especially in English classes, as a result of their\nlower English language proficiency level.\nPractical implications are discussed in relation to current research literature and previous\nstudies. Specific recommendations to create more successes for secondary EAL students and to\neliminate identified barriers to their successes are included.
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".