Abstract
Ontario schools host a significant number of international students arriving during their secondary school years. These students add to the diverse student body and promote the cultural understanding of the local students. However, having left their familiar cultural and educational environment of their home country, international students constantly need to adjust themselves to fit and thrive in the local learning and social environment. This literature review was performed with the purpose of identifying themes explored in studies focusing on Chinese international secondary school students’ adaptation experiences in Canadian schools. The results show that English language proficiency as the major factor causing stress among students and a lack of English language proficiency affects students’ academic study and social integration. Additionally, discrepancies between beliefs, expectations, habits and learning behaviours developed in students’ previous home environment and the realities in Canadian school cause adaptation challenges for students. The literature review findings highlight the importance of developing a better understanding of Chinese international secondary school students’ lived experiences in Canadian schools for the purpose of supporting them to navigate their adaption into a new learning and cultural environment effectively.
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