Browsing by Author "Raza, Kashif"
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- ItemOpen AccessLanguage Practices of Multilingual Immigrants and Their Impact on Immigrant Integration: A Case Study of South Asians in Northeast Calgary(2023-10-04) Raza, Kashif; Chua, Catherine; Zaidi, Rahat; Roy, SylvieImmigrant integration can be complicated by multiple factors like language, ethnicity, culture, and population size. While macro-level language-in-immigration policies continue to conceptualize these variables and immigrant integration as monolithic, micro-level integration practices of immigrants are often multidirectional, multidimensional, and multiplex. These practices are further complicated by the emergence of ethnic networks that continue to grow stronger, denser and agile, and often impact the ways immigrants settle and integrate in a host society. Although South Asians have emerged as the biggest ethnic minority in Alberta and have shown tendency towards co-ethnic integration, there is scarcity of research on how they use official and ethnic languages for settlement and integration in Alberta and the type of integration taking place within their ethnic networks. Filling this gap, this study reports findings from a critical analysis of Canada’ federal language-in-immigration policy about skilled immigrants and perceptions about language usage for integration of a sub-group of South Asians from Bangladesh, India, and Pakistan. In addition to reporting a disconnect between integration conception in policy (i.e., monolingual) and integration achievement in practice (complex, broader, and selective), the study calls for enacting meso-level policies that reflect macro-level policy goals and micro-level practices of diverse immigrant communities. The study has implications for immigrant settlement and integration policies, programs, services, and research.
- ItemOpen AccessLearning Approaches in Post-Secondary Engineering Education – A Scoping Review(2024-01-16) Raza, Kashif; Li, SimonThis scoping review is aimed at doing a survey of the learning approaches used by students in engineering education. These approaches could be directly employed by the students or impacted by the teaching strategies used by educators. There seem to be two dominant perspectives on student learning in the field: deep learning and surface learning. The former can be referred to as high-level learning and is highly supported and aimed by educators. The latter is perceived to be a less attractive approach and is often regarded as the opposite of deep learning where students do not necessarily understand a concept but can reproduce the target content during exams or other assessment tasks because they have memorized it. However, we believe that student learning can not always be categorized as deep or surface as there can be practices that fall in-between the two (pattern recognition, mental models, and free learning are some examples reported in the literature). What we intend to do in this scoping review is a survey of the existing approaches reported by the researchers so that we can 1) identify the types of learning approaches dominant in the field; 2) clarify how these approaches are understood and described in the literature; 3) identify and analyze knowledge gaps in the existing literature; and 4) propose a way forward for engineering education in the form of a theoretical framework that can guide future teaching and learning practices as well as research in the field of engineering education. Since there is scarcity of research on the learning approaches in the field of engineering education, a scoping review was considered appropriate to determine what evidence exists on the topic and what “more specific questions can be posed and valuably addressed by a more precise systemic review” (Munn et al., 2018, p. 2).