2025/06/21 by Lin, Chuanmei
#Ethnic Minority #Immigrant #Newcomer #Racialized #Visible Minority
paper · doi:10.11575/prism/49009
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.