From multicultural to intercultural - urban to rural higher education institution setting in Southern and central Ontario (Canada) for international students
Bibliographic record
Abstract
The present research is an integral and final part of my Master’s degree in Didactics of English Language Teaching. The focus of this study was to see the intercultural competence of ESL instructors teaching at public post-secondary institutions in the metropolitan area of Toronto (Canada), and outside of the metropolitan area within a 75km – 200km radius. A qualitative and quantitative data collection was performed by methods of a questionnaire. This was delivered to a total of 50 ESL instructors, 25 in each area: urban and rural. The questionnaire was divided into 3 sections: educational background, international travel experience, teaching background/ experience. The study demonstrated that the instructors from the urban area had a higher intercultural awareness level in comparison with their colleagues from the rural surrounding area. Instructors from the urban area had more exposure to an international environment, or had taken educational programs overseas. Their counterparts had less international exposure, and predominately majority with domestic education only. Conclusion was reached that in part this intercultural difference was also due to a lower intercultural awareness preparation or onboarding by the institutions and/or the lack of intercultural competence curriculum in teacher training programs.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".