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Perceptual effects of formant enhancement with the factors of phonetic type, listening conditions and language experience of listeners
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Real Pandemic: Institutional Neglect
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Abstract:
The neoliberal market-reform within the Canadian tertiary education sector led to the proliferation in student mobility, which has translated to 600,000 international students (IS) over the past two decades (Scott et al., 2015; Firang, 2020), contributing to Canada’s gross domestic product (GDP) by $26.1 billion (IRCC, 2019). Racialized IS attending post-secondary education (PSE) in Canada accounted for systemic barriers that thereby hinder their student experience and academic outcomes. Such challenges included culture shock (Popadiuk & Arthur, 2004), linguistic speaking barriers (Guo & Guo, 2017), discrimination (Myles & Cheng, 2003; Chen & Zhou, 2019), employment exploitation (Scott et al., 2015), securing housing, and utility resources (Calder et al., 2016). Prior to the COVID-19 pandemic quarantine and national security measures, racialized IS were vulnerable constituents within higher education (HE), however, little is known about their experiences during this dire circumstance, nor the implications of their identities as racialized and/or foreign others. Studies suggest that IS confront exacerbated academic, financial, health, mental, linguistic, and interpersonal challenges, mobility concerns, xenophobia, and discrimination (Bilecen, 2020; Chirikov & Soria, 2020; Li et al., 2020; Van de Velde et al., 2021). Other research reported that IS are more satisfied than domestic students, regarding the support they received from universities (Chirikov & Soria, 2020), their ability to adapt to remote learning (Chirikov & Soria, 2020; Nurfaidah et al., 2020), and felt a greater sense of agency within the community (Li et al., 2020; Nurfaidah et al., 2020). This research intends to examine how the COVID-19 pandemic has conditioned or changed racialized IS’ experiences in Southern Ontario, while simultaneously investigating the ways in which policies and support programs can mitigate the ramification during their remote instruction (Bolumole, 2020; Oanh et al., 2020). The research aims to illuminate and project racialized IS' voices/concerns towards Ontario higher educational institutions (HEIs) while they adapt to an uncertain and bleak new reality during the quarantine.
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Keyword:
Covid-19; Higher Education; International Students; Scholarship of Teaching and Learning; Student Experience; University Extension
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URL: https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1021&context=itos21 https://scholar.uwindsor.ca/itos21/session2/session2/5
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Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Empathy Mapping: Bridging cultural and linguistic divides in international online education
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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On the Juridical Relevance of the Phenomenological Notion of Person in Max Scheler and Edith Stein
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The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs
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Cross-Domain Polarity Models to Evaluate User eXperience in E-learning
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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 321-331 (2021) (2021)
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Expériences migratoires de jeunes Ouest-Africains en France
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In: Voix Plurielles; Vol. 18 No. 1 (2021); 16-33 ; 1925-0614 (2021)
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Exploration of the Hollowness of the Modern Men in T.S. Eliot’s “The Hollow Men” (1925): An Analytical Approach
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In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 51-55 ; 1923-1563 ; 1923-1555 (2021)
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Adult English Language Learner Pathway to Literacy Initiative: Getting Learners to the Starting Line
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 51-74 ; 2373-8936 (2021)
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Motivation And The Young Writer: Reimagining John Dewey's Theory Of Experience
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In: Open Access Theses & Dissertations (2021)
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The Rhetorical Mediator: Understanding Agency In Indigenous Translation And Interpretation Through Indigenous Approaches To Ux
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In: Open Access Theses & Dissertations (2021)
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¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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The Role of Translation in Multilingual User Experience
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In: Open Access Theses & Dissertations (2021)
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REASON, EXPERIENCE, AND LANGUAGE TO ACQUIRE KNOWLEDGE (IN WESTERN AND ISLAMIC PERSPECTIVES)
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In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 16, No 1 (2021): LiNGUA; 13 - 24 ; 2442-3823 ; 1693-4725 (2021)
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