Academic and professional acculturation of international and new immigrant students, workers, and professionals

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Baldwin, S. & Cheng, L. (2020). Internationally Educated Nurses and the Canadian English Language Benchmark Assessment for Nurses: A Qualitative Analysis of Test-Taker Perceptions. Canadian Journal for Applied Linguistics, 23(2), 96-117. https://doi.org/10.37213/cjal.2020.30435.
 

Wang, P., Strachan, A., Coetzee, K., Monteiro, S. & Cheng, L. (2020). Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis. Canadian Journal for Applied Linguistics, 23(2), 73-95. https://doi.org/10.37213/cjal.2020.30436

 

Cheng, L., Im, G.-H., Douglas, S., & Doe, C. (2020). Identifying English language use and communication challenges facing entry-level workplace immigrants in Canada. Journal of International Migration and Integration. https://doi.org/10.1007/s12134-020-00779-w

 

Douglas, S., Doe, C., & Cheng, L. (2020). The role of the interlocutor: Factors impeding workplace communication with newcomers from linguistically diverse backgrounds. Canadian Modern Language Review, 76(1), 31-49. https://utpjournals.press/doi/10.3138/cmlr.2018-0161]]

 

Yan, W., & Cheng, L. (2015). How language proficiency contributes to Chinese students’ academic success in Korean universities. Language Testing in Asia, 5(8). https://doi.org/10.1186/s40468-015-0016-2

 

Cheng, L., Spaling, M., & Song, X. (2013). Barriers and facilitators to professional licensure and certification testing in Canada: Perspectives of internationally educated professionals. Journal of International Migration and Integration, 14, 733-750. https://link.springer.com/article/10.1007/s12134-012-0263-3