scholarly journals uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

2018 ◽  
Vol 9 ◽  
pp. 51-75
Author(s):  
Jessica Durepos
Keyword(s):  
Undergraduate Students ◽  
French Immersion ◽  
Student Experiences ◽  
Language And Culture ◽  
Post Secondary ◽  
Immersion Education ◽  
Post Secondary Institution ◽  
Premier Cycle ◽  
Il Y A ◽  
K 12

An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

scholarly journals Physical and Social Perceptions of the Neighbourhood and Youth Volunteerism: Canada’s Capital Region

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Sean Pearce ◽  
Elizabeth Kristjansson
Keyword(s):  
Undergraduate Students ◽  
Social Perceptions ◽  
Online Data ◽  
Path Analyses ◽  
Premier Cycle ◽  
Il Y A ◽  
Youth Volunteerism ◽  
Social Environmental ◽  
The Impact ◽  
Informal Volunteer

Youth are embedded within various ecological systems that may impact their philanthropic behaviour. This study employed online data from a sample of undergraduate students and traced the various pathways through which neighbourhood perceptions (e.g., social cohesion, satisfaction with amenities) related to formal and informal volunteering intensities. Path analyses revealed that neighbourhood cohesion directly predicted formal and informal volunteer frequency; as well, it mediated the relationship between satisfaction with neighbourhood amenities and informal volunteerism. Neighbourhood cohesion was strongly associated with informal volunteer intensity, whereas satisfaction with neighbourhood attractiveness did not relate to any volunteer outcomes. Neighbourhood characteristics may be important drivers of youth volunteerism, and thus stakeholders, organizations, and individuals should consider the impact of the social environmental context on shaping youths’ helping behaviour.Les jeunes font partie de divers systèmes écologiques qui peuvent influencer leur comportement philanthropique. Cette étude utilise des données recueillies en ligne à partir d’un échantillon d’étudiants de premier cycle afin de retracer les divers parcours par lesquels leur perception de leur quartier (par exemple, sa cohésion sociale, leur satisfaction par rapport aux services offerts) a une incidence sur leurs activités bénévoles formelles et informelles. L’analyse révèle que la cohésion sociale a comme effet d’augmenter le bénévolat formel et informel. En outre, la cohésion semble augmenter le bénévolat informel là où il y a satisfaction par rapport aux services offerts dans la communauté. En effet, il y a une forte corrélation entre la cohésion d’un quartier et le bénévolat informel. En revanche, la satisfaction à l’égard du pittoresque d’un quartier ne paraît pas avoir d’incidence sur le niveau d’implication philanthropique. Il n’empêche qu’en général un bon quartier peut motiver les jeunes à faire du bénévolat. Ainsi, les parties prenantes, les organisations et les individus devraient tenir compte du contexte socioenvironnemental sur le comportement philanthropique des jeunes.

E-Learning and K-12

2011 ◽  
pp. 737-742 ◽  
Author(s):  
Lynne Schrum
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Postal Service ◽  
Post Secondary ◽  
Electronic Networks ◽  
Post Secondary Institution ◽  
Long Time ◽  
E Learning ◽  
Traditional Institutions ◽  
K 12

Distance education has been around since a reliable postal service, and has long been viewed as a way in which to offer lifelong learning to those who are geographically separated from traditional institutions, have obligations that limit their ability to attend regular courses, or prefer to learn in new ways. Interest in online or e-learning has grown enormously since 1990, and currently, almost every post-secondary institution offers courses using information technologies. More importantly, while traditional distance learning courses have been offered to the K-12 population as enrichment activities for a long time, the growth in online K-12 offerings has more than paralleled that in the post-secondary environment. Post-secondary and K-12 institutions have shared the challenge of creating a balance between the need for intense and personal interaction with the reality of limited financial and other resources, and have also shared a dependence on electronic networks and groupware (Mangan, 1999; Schrum, 1998).

scholarly journals Undergraduate Students' Perspectives on the Value of Peer-Led Discussions

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Monica E McGlynn-Stewart
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Small Group ◽  
Undergraduate Students ◽  
Social Benefits ◽  
Post Secondary ◽  
Childhood Education ◽  
Petite Enfance ◽  
Premier Cycle

With a view to improving the quality of class discussions of assigned articles, I implemented a new way of organizing small group seminars in an undergraduate early childhood education course. The seminars were led by student facilitators and had a balance of accountability and autonomy. Mid-way through the course, the students reflected anonymously on the experience of the seminars. They identified a variety of cognitive and social benefits of the seminars as well as key components that could be applied in a variety of post-secondary settings. Dans le but d’améliorer la qualité des discussions de classe portant sur les articles que les étudiants devaient lire, j’ai mis sur pied une nouvelle manière d’organiser les séminaires de groupe dans un cours de premier cycle d’éducation de la petite enfance. Les séminaires étaient dirigés par des étudiants qui jouaient le rôle de facilitateurs et qui devaient concilier la responsabilité et l’autonomie. Vers le milieu du cours, les étudiants ont témoigné anonymement sur l’expérience des séminaires. Ils ont identifié une variété d’avantages cognitifs et sociaux que les séminaires leur avaient apportés ainsi que des composantes clés qui pourraient être appliquées dans toute une variété de milieux post-secondaires.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510b-510
Author(s):  
Tammy Kohlleppel ◽  
Jennifer C. Bradley ◽  
Jayne Zajicek
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
The United States ◽  
Student Choice ◽  
Student Interest ◽  
Post Secondary ◽  
Choice Of Major ◽  
Factors Influencing ◽  
University History ◽  
Insight Into

In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

Student Experiences with Digital Citizenship: A Comparative Cultural Study

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jenna Kammer ◽  
Kodjo Atiso ◽  
Edward Mensah Borteye
Keyword(s):  
United States ◽  
Cultural Study ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Technology Use ◽  
Student Experiences ◽  
The Internet ◽  
Digital Citizenship ◽  
Fake News ◽  
Ethical Aspects

Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

The “other(ing)” costs of ESL

2008 ◽  
Vol 18 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Ena Lee
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mainland China ◽  
Language Education ◽  
Economic Benefits ◽  
Secondary English ◽  
Language And Culture ◽  
Post Secondary ◽  
Student Identities ◽  
Global Language

While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.

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