Student Questionnaire Report - blogs.eciad.cablogs.eciad.ca/.../2018/07/...questionnaire-with-graphics-appendices.… · 4. Report on Questionnaire 4.1. What was/were the first language(s)

Student Questionnaire Report This report is part of the 2017-18 Multilingual Project at Emily Carr University of Art + Design. The referenced questionnaire, titled “Multilingualism at Emily Carr,” was written by Debora O and Tara Wren, and administered by Tara Wren. The data and report were compiled and written by Tara Wren. This report was written on the unceded territories of the Musqueam, Tsleil-Waututh, and Squamish nations. As part of Canada’s historic attempted genocide of Indigenous peoples, the speaking of Indigenous languages was banned in mandatory residential schools (1870s-1996). Consequently, many Indigenous people were denied the opportunity to speak their language and to pass that language along to their children. Despite this, many people are working to reinvigorate Indigenous languages. Writing about multilingualism in this context – a context where some types of multilingualism are vaunted while others have been violently suppressed – is, to say the least, fraught. This work is licensed under a Creative Commons Attribution 4.0 International License.

1. Contents 1. Contents 2. Methods 3. Summary of report 4. Report on Questionnaire 4.1. What was/were the first language(s) you spoke at home? 4.1.1. Multilingual students often speak different first languages from monolingual students 4.1.2. A students’ first languages spoken are related to how many years a student has lived in Canada 4.1.3. Students who are born in Canada do not necessarily speak English as a first language 4.1.4. Conclusions about first languages spoken by Emily Carr students 4.2. What language(s) do you consider yourself fluent in now? 4.2.1. Students have gained and lost fluencies in different languages since learning their first languages 4.2.2. The languages a student is fluent in are related to how many years a student has lived in Canada 4.2.3. Multilingual students are fluent in varied languages 4.2.4. Students are less fluent in all languages than spoke those languages as a first language 4.2.5. Students who spoke different non-English first languages have different fluency rates in English 4.2.6. Students who are fluent in different non-English languages are fluent in other non-English languages at different rates 4.2.7. Conclusions about language fluencies of Emily Carr students

4.3. Do you translate from one language to another when you read, write, or think? 4.3.1. Students’ fluency rates in English are related to how much they translate 4.3.1. Students in different majors translate with different frequencies 4.3.3 Students who translate at different frequencies are fluent at different rates in different non-English languages 4.3.4. Students who translate more frequently have lived in Canada for fewer years 4.3.5. Conclusions about translating for academic activities 4.4. Do you consider yourself to be a multilingual (or ESL) student? 4.4.1. Students in different majors consider themselves multilingual at different rates 4.4.2. The less time a student has lived in Canada, the more likely they are to be multilingual 4.4.3. Conclusions about the label “multilingual or ESL” 4.5. Overall, do you feel that multilingualism is an advantage or disadvantage for learning at Emily Carr? 4.5.1. The amount of time that a student has lived in Canada is related to if they perceive multilingualism to be an advantage or a disadvantage 4.6. Which classroom and studio activities do you find most challenging? 4.6.1. Students’ fluency rates in English, multilingualism, and translating frequency are related to how challenging they find activities 4.6.2. A student’s major and year sometimes is related to how difficult they find different activities 4.6.3. The amount of time that a student has lived in Canada is related to how difficult they find different assignments 4.6.4. Conclusions about the classroom and studio activities Emily Carr students find challenging 4.7. Which learning and support services have you accessed? 4.7.1. Students’ fluency rates in English, multilingualism, and translating frequency are related to how frequently they use different services 4.7.2. Students who use the Writing Centre frequently also use other services frequently 4.7.3. Students in different majors access services at different rates 4.7.4. Students who have been at Emily Carr for more years have accessed more services more frequently 4.7.5. The amount of time that a student has lived in Canada is related to how frequently they access different services 4.7.6. Students who find different class activities challenging use different services at different rates 4.7.7. Conclusions about the support services students access 4.8. Which informal learning supports have you accessed? 4.8.1 Students’ fluency rates in English, multilingualism, and translating frequency are related to how frequently they use different informal learning supports 4.8.2. Students who find different class activities challenging use different informal supports at different rates 4.8.3. Students who use the Writing Centre frequently also use informal learning supports frequently 4.8.4. Students in different majors access informal help at different rates 4.8.5. Students in all years ask for help from classmates and instructors the most, and have asked for more help the longer they have been in school 4.8.6. The amount of time that a student has lived in Canada is related to how frequently they access different informal help

4.8.7. Conclusions about the informal learning supports students access 4.9. How long have you lived in Canada? 4.9.1. Students who have lived in Canada for 5-10 years find activities most challenging, and use many formal and informal services more than average 4.10. What degree program are you in? 4.11. What year of your program are you in? 4.11.1 41% of respondents are in Foundation year 4.11.2. The amount of time that a student has lived in Canada, their degree program, and the year of their program they are in 4.12 Future participation question 4.13 Gift card entry question 5. Appendices 5.1. Appendix 1: Questionnaire Responses Summary 5.2. Appendix 2: Question 1 Chart: What was/were the first language(s) you spoke at home? 5.3. Appendix 3: Question 6 Chart: Which classroom and studio activities do you find most challenging? 5.4. Appendix 4: Question 7 Chart: What learning and support services have you accessed? 5.5. Appendix 5: Question 8 Chart: What informal learning support have you accessed? 5.6. Appendix 6: Question 10 & 11: What degree program are you in? & What year of your program are you in? 5.7. Appendix 7: Questionnaire Responses Combinations (digital version only)

2. Methods This questionnaire was conducted 17 October 2017 – 5 November 2017. Of 1893 enrolled students at Emily Carr University of Art + Design on 3 November 2017, 588, or 31%, answered the questionnaire. Students were invited to complete the questionnaire by posters posted around the school, by their ECU email, and possibly by instructors, who were encouraged to mention it to students in class, via those instructor’s ECU email. An emphasis was placed on getting first year students to answer the questionnaire by giving a short presentation and time to do the questionnaire during the two HUMN 100 lectures, on 17 and 19 October 2017. Of the 391 enrolled Foundation students on 3 November 2017, 231 or 59% of all Foundation students answered the questionnaire, representing 39% of questionnaire respondents.

To thank students for their participation and time, students who did the questionnaire were invited to enter a draw for 1 of 2 $25 gift cards to Loafe, the cafeteria located in the school. A random number generator was used to choose 2 questionnaire numbers on 14 November, and the associated student numbers were verified as enrolled with Student Services. The students were contacted, and the gift cards were given out. Students were able to skip questions in the questionnaire. As such, the report below often refers to groups of students with the same characteristics as being different sizes. For example: “Of the 263 students who were born in Canada, 87% answered that they spoke English as a first language at home…” “Of the 260 students who were born in Canada, 98% consider themselves fluent in English…” While 263 students report being born in Canada, and all answered the question asking about their first languages, only 260 students chose to answer the question asking which languages they are currently fluent in. Wherever there is a discrepancy like this in numbers, please read the smaller number as, for example, “of the 260 students who were born in Canada and who chose to answer this question.” The raw results of the questionnaire are attached in Appendix 1. The raw results of the combined questions are attached in Appendix 7. These results are Survey Monkey exports, so generally include visual representations of the data.

3. Summary of conclusions based on questionnaire 3.1. What was/were the first language(s) you spoke at home?

Slightly more than half of Emily Carr students spoke English as a first language, while more than 2/3 spoke a language other than English as a first language. At least 1/4 of students spoke more than 1 first language. These statistics paint a picture of students rich in access to the multilingual perspectives available to people working outside of their first language, or who have lived their whole lives between and among multiple languages. While being born in Canada greatly increased the chances that a student learned English as a first language (87%), we cannot assume that students born in Canada will have spoken English as a first language (13% did not). We also cannot assume that students who speak a first language other than English, French, or Indigenous languages were not born in Canada – as an example, of students who spoke Mandarin as a first language, 16% were born in Canada. Firm connections between place of birth and first languages spoken cannot be assumed for Emily Carr students. 3.2. What language(s) do you consider yourself fluent in now?

91% of students are fluent in English. Since only 56% of students learned English as a first language, this means that 35% of students have learned English to fluency as an additional language, and an additional 9% have learned English as an additional language, but not to fluency. Additionally, there is a 63% chance of a student speaking a non-English language fluently. With over 1/3 of ECU students having learned English to fluency as an additional language, and almost 1 in 10 students not considering themselves fluent in English now, we can expect to encounter many different levels and types of fluency in our classrooms. While students who have lived in Canada for a longer time are more likely to be fluent in English, they are less likely to be fluent in any other language. born here lived here 10+years 5-10y 1-5y <1y fluent English 98% 95% 88% 83% 80% fluent non-English 36% 73% 93% 100% 100% Interestingly, only 97% of students who learned English as a first language consider themselves to be currently fluent in English. 3.3. Do you translate from one language to another when you read, write, or think?

Over 1/3 of ECU students are sometimes or always translating during academic activity – a huge workload for these students in terms of time and effort. Of special concern is the 6% of students who are constantly translating. Not surprisingly, students who translate most are less fluent in English (68%), students who sometimes translate are more fluent in English (85%), and students who translate rarely or never are the most fluent in English (97%). However, students who are frequently or sometimes translating speak an average of 1-1.2 languages other than English fluently. Students who rarely or never translate speak an average of .4 non-English languages fluently. There is a trade off for students between the ease that comes with being fluent in English and having access to the complexities and perspectives brought by multilingualism. An interesting complexity is brought to light when we compare the responses to question 3 (do you translate) to an element of question 2 (are you fluent in English). While 91% of students are fluent in English, 36% of students sometimes or always translate. This means that fluency in English doesn’t preclude translating for academic activities. Either students are fluent, but academic activities require translating above that fluency, or students translate for reasons other than not understanding – to add multilingual complexity or to work in the language best suited to the task or concept, for example. 3.4. Do you consider yourself to be a multilingual (or ESL) student?

42% of students consider themselves multilingual, and 58% do not.

Again, this question adds complexity to our understanding not just of multilingual students, but also to how our students understand themselves in relation to the labels we place on them. While there is a 63% chance of an ECU student speaking a non-English language fluently and a 91% change of them speaking English fluently, only 42% of students consider themselves multilingual. There is a gap between the 54% of students who likely speak 2 languages fluently and the 42% who would use the labels “multilingual” or “ESL.” While some of this discrepancy is surely accounted for by students fluent in 3 or more languages (thus accommodating the extra monolingual students), it seems likely that most of this gap of 12% is accounted for by students fluent in 2 or more languages who do not use these labels. 3.5. Overall, do you feel that multilingualism is an advantage or disadvantage for learning at Emily Carr?

73% of students consider multilingualism an advantage for learning at Emily Carr while 27% consider it a disadvantage. This is true, within 2%, whether a student self-identifies as monolingual or multilingual. The amount of time that a student has lived in Canada is related to their answer to this question. The group most likely to see multilingualism as an advantage is those who have lived in Canada for 10+ years (who are themselves 73% multilingual), and the groups least likely to see multilingualism as an advantage are those born in Canada (who are themselves 36% multilingual) and those who have lived in Canada for 5-10 years (who are themselves 93% multilingual).

3.6. Which classroom and studio activities do you find most challenging?

Students find presentations, large class discussions, and writing assignments the most challenging. They find peer crits and readings moderately challenging, and find small class discussions and listening activities to be least challenging. Students who are fluent in English, or who are monolingual, or who rarely or never translate found activities less challenging than average; students who are multilingual and who sometimes translate find activities more challenging than average; and students who translate frequently find activities extremely challenging. A student’s major or year is not greatly related to how they feel about the difficulty level of different activities. Years lived in Canada has an interesting effect. Students who were born in Canada or have lived here for 10+ years find almost all activities easier than average. Students who have lived here for 5-10 years are the group who find activities most difficult, with students who have lived here 5 years or less finding things moderately difficult. Of note is that while certain groups of students find certain activities more or less challenging, almost all undergrad groups found large class discussions to be the most challenging activity by a significant degree. At the same time, students find small group discussions to be one of the easiest activities. Since these activities might be interchangeable from a teacher’s perspective, trading large for small discussions might be a way to reduce student stress and increase student participation without significant changes to a teacher’s pedagogy or teaching style.

3.7. Which learning and support services have you accessed?

Students access different services at different rates depending on their fluency in English. The details of this might be of interest to those services, which might then focus on reaching out more to fluency groups that don’t engage with them as much, or to people working with lower-fluency groups, to bridge them to these services. Students who have accessed the Writing Centre more than 5 times access the other services at a rate 1.8-3.4 times more than average. This group of students is very engaged in multiple services, either comfortable asking for support, or with other services and individuals comfortable and successful with referring students to the Writing Centre. Students access services at different rates depending on their program. BFA students access all services at much higher than average rates. BDes students also access some services at higher than average rates, and others at about average rates. BMA students access some services at higher than average rates, but notably access the Aboriginal Gathering Place and the Accessibility Office at lower than average rates. Not surprisingly, by the time a student has reached 4th year, they have accessed all of the services at a rate higher than average. Students in 1st year (of both MA and BA) have accessed most services less than average. Most services show a gradation, with students increasing their total use of the services as they progress through their degrees. An anomaly in the gentle gradation of increased usage during a student’s time at ECU is in the use of the Aboriginal Gathering Place. 3rd years have actually accessed this service less than 2nd years, while 4th years have accessed this service at a very high rate. In 2013-14, ECU participated in national Truth and Reconciliation events with numerous special events, gallery shows, and support for faculty to work towards indigenizing their courses. Indigenous issues were very much at the forefront of many students’ experiences in their studio and critical work. Students in 4th year in 2017 started at ECU in 2014, so I wonder if their high engagement with the Aboriginal Gathering Place is a residual artefact of the previous year’s focus on the Truth and Reconciliation commission. While many faculty who were at ECU in 2013-14 have continued to work towards indigenizing their courses, Emily Carr’s high turnover of faculty and reduced support for this work since 2013-14 might explain the significant trailing off of engagement with this service. (According to the Multilingual Project’s Teacher’s Survey, 14% of the 100 teachers who

responded to this question have been at ECU for less than 1 year, and 28% have been at ECU for 1-5 years. Of this 42% of teachers who have been at ECU for less than 5 years, most would not have benefitted from the 2013-14 programming.) Students also access services at different rates depending on how long they have lived in Canada. The details of this might be interesting to those services, who might want to reach out to groups that under-access their services. Students who find different class activities challenging use different services at different rates. While it is challenging to draw conclusions from the combining of these 2 data sets, it is notable that students who find all class activities challenging do draw on the Writing Centre significantly more than students who do not find these activities challenging. Students who find speaking activities less challenging (presentations, large class discussions, small group discussions, and crits) are less likely than average to draw on Academic Advising, Counselling, library services, and the Student Union office. Students who find listening difficult are strikingly more likely to draw on most services, and students who find writing difficult also draw on most services, though to a lesser degree than students who have difficulty with listening activities. Students who need support are not necessarily accessing that support. Factors like fluency in English, multilingualism, translating frequency, major, and how long a student has lived in Canada are all related to accessing some services less than average, indicating in some cases that students perceive or encounter a barrier to accessing these services. 3.8. Which informal learning supports have you accessed?

Students in all years prefer to ask their teachers and classmates for help, rather than tutors or family. The longer they have been in school, the more likely they are to have asked for help, and to have asked for help more times. To a lesser degree than teachers and classmates, students ask their families for help, with the exception of MA students who ask family members for help at a significantly lower rate. Students in all years ask for help from private tutors to a very small degree, with 1st and 2nd year students the most likely to do so. Again, MA students provide the exception, with none of them getting help from private tutors. A student’s program and how many years they have lived in Canada is related to which types of informal help they prefer. Students who translate frequently ask classmates, private tutors, and family for help at significantly higher rates than other students. They ask for help from teachers at a significantly lower rate. This suggests that

while students who translate frequently want help and do reach out for it, there is a barrier to them asking their instructors, which are a popular source of help for all other groups. The reasons for this might be examined further, so as to develop ways for instructors to encourage these students to ask them for help. Some groups of students are less likely to ask teachers for help when they are struggling. Those who translate frequently, while asking for help from other sources at a high rate, ask teachers at a very low rate. Students who struggle with small class discussions and readings are very unlikely to ask a teacher for help (and they also seek out other informal supports at a low rate). Students who have lived in Canada for 10+ years or were born in Canada are least likely to ask a teacher or classmates for help. While those born in Canada turn to other sources of informal support (they are the group most likely to ask a family member for help), those who have lived here for 10+ years are least likely to ask family for help – meaning that this group relies very little on all types of informal support. Students who are multilingual ask family for help much less than average. While they do draw on classmates or instructors, they might not have the same access to informal support at home that monolingual students have. The differences in how different groups of students answer this question highlight opportunities for teachers to reach out to specific groups of students, or to address specific challenges, like reading, during class time. To address a lack of informal support outside of school among some groups of students, instructors might encourage students to build peer networks outside of class to support them in their schoolwork. 3.9. How long have you lived in Canada?

47% of students were born in Canada, 10% have lived here for longer than 10 years, and 10% have lived here for 5-10 years. We might imagine that these students have a strong grasp on conversational English, and likely have a good understanding of Canadian academic expectations. 21% of students have lived here for 1-5 years, and 11% have lived here for less than 1 year. This means that about 1/3 of Emily Carr students are new to Canadian culture, including Canadian academic culture.

Students who have lived in Canada for 5-10 years are an interesting group. They found activities far more challenging than their peers who had lived in Canada for both more and less time. 3.10. What degree program are you in?

28% of students responding are doing their BFA, 18% are doing their BDes, and 10% are doing their BMA. 13.6% are in FNDT and planning to register in BDes, 9% are in FNDT and planning to register in BFA, 9% are in FNDT and planning to register in BMA, and 10% are in FNDT and not sure which program they want to register in. 1% are doing their MFA, and 1% are doing their MDes. 3.11. What year of your program are you in?

43% of students are in their Foundation year, 18% are in 2nd year, 20% are in 3rd year, 18% are in 4th year, and 2% are doing their Masters.

4. Report on Questionnaire 4.1. What was/were the first language(s) you spoke at home? [Cantonese; English; French; French; German; Hindi; Japanese; Korean; Mandarin; Persian; Punjabi; Spanish; Tagalog; Other (please specify)] In total, 587 students answered this question, choosing or noting 45 different languages. Students were able to choose more than one answer, as they may have spoken more than one first language, resulting in the percentages of languages spoken often adding up to more than 100%. Students were able to choose from among the 12 most spoken languages in the greater Vancouver regional district, and fill in an ‘other’ category. See Appendix 1 for the full list of languages with the number of students who speak each language. Of the 587 students answering this question, they spoke the following first languages at the noted rates: English 56% Mandarin 18% Cantonese 9% Korean 7% Spanish 7% French 4% Tagalog 3% Vietnamese 2%

Japanese 2% German 1% Persian 1% Punjabi 1% Polish 1% Portuguese 1% Hindi 1% Russian 1%

Indonesian 1% Hebrew 1% Norwegian 1% Kazakh 1% Arabic 1% other languages 5.5%

These language trends are similar (within 1%) when the questionnaire is limited to only the 197 students who responded during the HUMN 100 lecture. Of the 11 MA students who responded, they spoke the following first languages at the noted rates: English 55% French 18% Cantonese 9%

Hindi 9% Persian 9% Punjabi 9%

Spanish 9%

4.1.1. Multilingual students speak similar first languages to monolingual students Students who consider themselves multilingual or ESL had similar responses to this question, with some key differences. Notably, many fewer students spoke English as a first language (17% of multilingual students, compared to 56% of students in general). They tend to speak other popular languages, such as Mandarin, Korean, and Cantonese at higher but proportional rates to students in general. Notably, they speak other languages at a significantly higher rate (23% for multilingual students, compared to 5.5% for students in general). Multilingual students spoke the following first languages at the noted rates:

English 17% Mandarin 28% Korean 15% Cantonese 13%

Spanish 12% French 4% Tagalog 3% Persian 3%

Japanese 3% German 2% Hindi 2% other languages 23%

4.1.2. A students’ first languages spoken are related to how many years a student has lived in Canada Of the 263 (45%) of students who were born in Canada, they spoke the following first languages at the noted rates: English 87% Cantonese 8% French 7% Mandarin 6%

Spanish 2% Punjabi 2% Japanese 2% Korean 1%

Tagalog 1% other languages 6%

Of the 188 (32%) of students who were not born in Canada but who have lived in Canada for 5 or more years, they spoke the following first languages at the noted rates: English 31% Mandarin 34% Korean 15% Cantonese 9%

Spanish 7% Tagalog 7% French 3% German 3%

Persian 2% Hindi 1% Japanese 1% other languages 16%

4.1.3. Students who are born in Canada do not necessarily speak English as a first language (Mandarin example) This information was pulled from the questionnaire data as an example of students who were born in Canada, but who spoke a language other than English, French, or an Indigenous language as their first language(s). Mandarin was chosen as it is the most popular first language spoken after English, with 18% of the 587 students speaking Mandarin as a first language. (Of these 105 students who spoke Mandarin as a first language, 18% also spoke English as a first language.) Of these 101 students (17% of all students) who spoke Mandarin as a first language, 16% were born in Canada (and 50% of these students also spoke English as a first language) 17% have lived here for more than 10 years (and 24% of these students also spoke English as a first language) 23% have lived here for 2-5 years (and 9% of these students also spoke English as a first language) 37% have lived here for 1-5 years, and (and 5% of these students also spoke English as a first language) 8% have lived here for less than 1 year (and 13% of these students also spoke English as a first language) 4.1.4. Conclusions about first languages spoken by Emily Carr students Slightly more than half of Emily Carr students spoke English as a first language, while more than 2/3 spoke a language other than English as a first language. At least 1/4 of students spoke more than 1 first language. These statistics paint a picture of students rich in access to the multilingual

perspectives available to people working outside of their first language, or who have lived their whole lives between and among multiple languages. While being born in Canada greatly increased the chances that a student learned English as a first language (87%), we cannot assume that students born in Canada will have spoken English as a first language (13% did not). We also cannot assume that students who speak a first language other than English, French, or Indigenous languages were not born in Canada – as an example, of students who spoke Mandarin as a first language, 16% were born in Canada. Firm connections between place of birth and first languages spoken cannot be assumed for Emily Carr students. The differences in first languages spoken by different cohorts could be imagined to be caused by many factors including exposure to Canadian high school education with its focus on English and French, historic and recent patterns of immigration to Canada, or Emily Carr’s recruitment focuses, which shift year to year. 4.2. What language(s) do you consider yourself fluent in now? [Cantonese; English; French; French; German; Hindi; Japanese; Korean; Mandarin; Persian; Punjabi; Spanish; Tagalog; Other (please specify)] In total, 583 students answered this question. Students are fluent in the following languages: English 91% Mandarin 17% French 11% Cantonese 6% Korean 6%

Spanish 6% Japanese 2% German 2% Tagalog 1% Persian 1%

Hindi 1% Punjabi 1% other languages 9%

4.2.1. Students have gained and lost fluencies in different languages since learning their first languages Since only 56% of students learned English as a first language, this means that 35% of students have learned English to fluency as an additional language, and an additional 9% have learned English as an additional language, but not to fluency. Additionally, there is a 63% chance of a student speaking a non-English language fluently. These numbers were similar within 3% for the HUMN 100 group. Aside from English, the rates of language fluencies are similar (within 2%) to the rates of languages learned as a first language, with the exceptions of Cantonese, which is reduced by 3% and French which is increased by 7%. The increase in French-speakers is probably due to its prevalence in Canadian high schools, while the other languages tend to show a slight decrease in fluency from being learned as a first language. This may be explained by students becoming less fluent in a first language as English becomes their main language of interaction, or it could be that students who learned a language at home never felt fully fluent in that language if it was not also their language at school and in non-home social spaces.

Of the 11 MA students, 91% now consider themselves fluent in English, 18% in French and Spanish, and 9% in Hindi, Japanese, Mandarin, Persian, Punjabi, and other. As with undergrads, there is a significant increase in English from those who learned it as a first language (from 55% to 91%), and a slight shifting in languages spoke (1 losing each of Cantonese, Japanese, and Mandarin, with 1 gaining Spanish, and 2 gaining an other language). 4.2.2. The languages a student is fluent in are related to how many years a student has lived in Canada The 260 students who were born in Canada are fluent in the following languages: English 98% French 17% Cantonese 5% Mandarin 3%

Spanish 2% Japanese 1% Punjabi 1% German 1%

Korean 1% other languages 5%

This group has learned English as an additional language at a smaller rate than students as a whole (11% compared to 35%), and has lost the ability to fluently speak a non-English first language at a rate of 1-3% for the languages listed (with the exception of French, which increased 10%). When the non-English languages are added together, there is a 36% chance of a student born in Canada speaking a non-English language fluently. The 59 students who were not born in Canada, but who have lived in Canada for 10 or more years are fluent in the following languages: English 95% Mandarin 22% French 14% Korean 8%

Tagalog 7% Spanish 5% Cantonese 5% German 3%

Japanese 2% other languages 7%

When the non-English languages are added together, there is a 73% chance of a student who has lived in Canada for 10 or more years speaking a non-English language fluently. The 59 students who have lived in Canada for 5-10 years are fluent in the following languages: English 88% Mandarin 37% Korean 17% Cantonese 10%

Persian 3% Spanish 3% Japanese 3% French 2%

German 2% Tagalog 2% other languages 14%

When the non-English languages are added together, there is a 93% chance of a student who has lived in Canada for 5-10 years speaking a non-English language fluently. The 116 students who have lived in Canada for 1-5 years are fluent in the following languages: English 83% Mandarin 36% Cantonese 12% Spanish 12%,

Korean 10% French 6% German 3% Japanese 3%

Hindi 3% Persian 2% Tagalog 2% other languages 11%

When the non-English languages are added together, there is a 100% chance of a student who has lived in Canada for 1-5 years speaking a non-English language fluently.

The 64 students who have lived in Canada for less than 1 year are fluent in the following languages: English 80% Spanish 19% Mandarin 13% Korean 11%

French 8% Japanese 5% Persian 5% Hindi 5%

Punjabi 3% German 2% Tagalog 2% other languages 25%

When the non-English languages are added together, there is a 100% chance of a student who has lived in Canada for less than 1 year speaking a non-English language fluently. The 118 students who were not born in Canada but who have lived in Canada for 5 or more years are fluent in the following languages: English 92% Mandarin 30% Korean 13% Cantonese 8%

French 8% Spanish 4% Tagalog 4% German 3%

Japanese 3% Persian 2% other languages 10%

This group of students has learned English as an additional language at a rate of 61%, and like the whole group of students, has decreased fluency in first languages by 1-4% for the languages listed (except French, which in this case has increased by 5%). When the non-English languages are added together, there is an 85% chance of a student who has lived in Canada for 5 or more years speaking a non-English language fluently. 4.2.3. Multilingual students are fluent in varied languages The 246 students who consider themselves multilingual or ESL are fluent in the following languages: English 85% Mandarin 29% Korean 12% Spanish 12% Cantonese 11%

French 9% Japanese 4% Hindi 2% Tagalog 2% Persian 2%

German 2% Punjabi 1% other languages 18%

This group of students has learned English as an additional language at a rate of 68%, compared to 35% for all students. They have also increased fluency in French by 5%, Mandarin by 1% and Tagalog by 1%. The other listed languages have decreased fluency by 1-3%. 4.2.4. Students are less fluent in all languages than spoke those languages as a first language Of the 326 students who had English as a first language, 97% are fluent in English now. Of the 25 students who had French as a first language, 88% are fluent in French now Of the 8 students who had Persian as a first language, 88% are fluent in Persian now Of the 104 students who had Mandarin as a first language, 80% are fluent in Mandarin now Of the 42 students who had Korean as a first language, 76% are fluent in Korean now Of the 37 students who had Spanish as a first language, 76% are fluent in Spanish now Of the 50 students who had Cantonese as a first language, 70% are fluent in Cantonese now Of the 10 students who had Japanese as a first language, 70% are fluent in Japanese now Of the 6 students who had Punjabi as a first language, 67% are fluent in Punjabi now Of the 8 students who had German as a first language, 63% are fluent in German now

Of the 5 students who had Hindi as a first language, 60% are fluent in Hindi now Of the 15 students who had Tagalog as a first language, 53% are fluent in Tagalog now Students who learned non-English languages as a first language have maintained fluency in those first languages at a rate of 53-88%, with French, Persian and Mandarin speakers maintaining fluency at the highest rates, and Tagalog, Hindi, and German speakers maintaining fluency at the lowest rates. 4.2.5. Students who spoke different non-English first languages have different fluency rates in English Of the 15 students who had Tagalog as a first language, 100% are fluent in English. Of the 8 students who had German as a first language, 100% are fluent in English. Of the 8 students who had Persian as a first language, 100% are fluent in English. Of the 6 students who had Punjabi as a first language, 100% are fluent in English. Of the 5 students who had Hindi as a first language, 100% are fluent in English Of the 25 students who had French as a first language, 96% are fluent in English. Of the 37 students who had Spanish as a first language, 92% are fluent in English. Of the 10 students who had Japanese as a first language, 90% are fluent in English. Of the 50 students who had Cantonese as a first language, 84% are fluent in English. Of the 104 students who had Mandarin as a first language, 83% are fluent in English. Of the 42 students who had Korean as a first language, 69% are fluent in English. Students who learned non-English languages as a first language are now 69-100% fluent in English, with students having Tagalog, German, Persian, Punjabi, and Hindi as first languages being most fluent in English, and students having Korean, Mandarin, and Cantonese being least fluent in English. 4.2.6. Students who are fluent in different non-English languages are fluent in other non-English languages at different rates The 8 students who had German as a first language are currently fluent in the following languages at the following rates: French 38% Spanish 13% other language 13% The 5 students who had Hindi as a first language are currently fluent in the following languages at the following rates: Punjabi 40% other language 20% The 50 students who had Cantonese as a first language are currently fluent in the following languages at the following rates: Mandarin 44% French 4%

Japanese 4% Korean 2%

other language 4%

The 326 students who had English as a first language are currently fluent in the following languages at the following rates: French 15% Cantonese 4% Mandarin 4% Spanish 3%

Japanese 2% German 2% Korean 2% Hindi 1%

Punjabi 1% Tagalog 1% other language 5%

The 104 students who had Mandarin as a first language are currently fluent in the following languages at the following rates: Cantonese 9% French 6%

Korean 3% Japanese 2%

other language 5%

The 25 students who had French as a first language are currently fluent in the following languages at the following rates: German 8% Spanish 8% other language 8% The 15 students who had Tagalog as a first language are currently fluent in the following languages at the following rates: French 7% other language 13% The 37 students who had Spanish as a first language are currently fluent in the following languages at the following rates: French 11% German 3% other language 5% The 6 students who had Punjabi as a first language are currently fluent in the following languages at the following rates: Hindi 17% The 42 students who had Korean as a first language are currently fluent in the following languages at the following rates: Mandarin 2% other language 5%

The 10 students who had Japanese as a first language are currently fluent in the following languages at the following rates: Korean 1% Mandarin 1% The 8 students who had Persian as a first language are not currently fluent in any other non-English languages 4.2.7. Conclusions about language fluencies of Emily Carr students With over 1/3 of ECU students having learned English to fluency as an additional language, and almost 1 in 10 students not considering themselves fluent in English now, we can expect to encounter many different levels and types of English fluency in our classrooms. While students who have lived in Canada for a longer time are more likely to be fluent in English, they are less likely to be fluent in any other language. born here lived here 10+years 5-10y 1-5y <1y fluent English 98% 95% 88% 83% 80% fluent non-English 36% 73% 93% 100% 100%

4.3. Do you translate from one language to another when you read, write or think? [All the time; Sometimes; Rarely; Never] 587 students answered this question. To add complexity to our understanding of what students consider “fluent” in English, we also asked them if they translate between languages while doing academic activities. 6% of students translate all the time, 30% translate sometimes, and 27% translate rarely (with 38% never translating). This means that over 1/3 of ECU students are sometimes or always translating during academic activity – a huge workload for these students in terms of time and effort. Of special concern is the 6% of students who are constantly translating. The 197 students in HUMN 100 translate at a similar rate (within 3%). Of the 11 MA students, 0% translate all the time, 36% sometimes, 27% rarely, and 36% never. 4.3.1. Students’ fluency rates in English are related to how much they translate Of the 34 students who frequently translate, 68% are fluent in English. Of the 175 students who sometimes translate, 85% are fluent in English. Of the 373 students who rarely or never translate, 97% are fluent in English. 4.3.2. Students in different majors translate with different frequencies BFA students (156 respondents) translate least frequently: All the time sometimes rarely never 7% 22% 24% 47% BDes students (102 respondents) translate: All the time sometimes rarely never 5% 30% 33% 31% BMA students (58 respondents) translate most frequently: All the time sometimes rarely never 5% 38% 24% 33% 4.3.3 Students who translate at different frequencies are fluent at different rates in different non-English languages The 34 students who frequently translate are fluent in the following languages at the following rates: Mandarin 35% Korean 29% French 12% Cantonese 9%

Spanish 9% German 3% Japanese 3% Persian 3%

Tagalog 3% other languages 15%

The 175 students who sometimes translate are fluent in the following languages at the following rates: Mandarin 33% Cantonese 14% French 13% Korean 11%

Spanish 8% Japanese 5% German 2% Persian 2%

Hindi 1% Tagalog 1% Punjabi 1% other languages 14%

The 373 students who rarely or never translate are fluent in the following languages at the following rates: French 11% Mandarin 8% Spanish 5% Cantonese 3%

German 2% Korean 2% Hindi 1% Japanese 1%

Tagalog 1% Persian 1% Punjabi 1% other languages 7%

Of students who consider themselves multilingual or ESL, 12% translate all the time, 51% sometimes, 28% rarely, and 9% never. 4.3.4. Students who translate more frequently have lived in Canada for fewer years Of the 35 students who frequently translate, 6% were born in Canada, 11% have lived here for longer than 10 years, 23% have lived here for 5-10 years, 40% have lived here for 1-5 years, and 20% have lived here for less than 1 year. Of the 170 who sometimes translate, 24% were born here, 12% have lived here for longer than 10 years, 11% have lived here for 5-10 years, 34% have lived here for 1-5 years, and 20% have lived here for less than 1 year. Of the 358 who rarely or never translate, 62% were born here, 10% have live here for longer than 10 years, 9% have lived here for 5-10 years, 13% have lived here for 1-5 years, and 6% have lived here for less than 1 year. Translate: Frequently sometimes rarely or never (35 students) (170 students) (358 students) Born in Canada 6% 24% 62% Lived in Canada 10+ years 11% 12% 10% Lived in Canada 5-10 years 23% 11% 9% Lived in Canada 1-5 years 40% 34% 13% Lived in Canada <1 year 20% 20% 6% Not surprisingly, students who translate more have lived in Canada for fewer years. Likely, frequent immersion in English-speaking contexts builds students’ abilities to read, write, and think in English. 4.3.5. Conclusions about translating for academic activities Not surprisingly, students who translate most are less fluent in English (68%), students who sometimes translate are more fluent in English (85%), and students who translate rarely or never are the most fluent in English (97%). However, students who are frequently or sometimes translating speak an average of 1-1.2 languages other than English fluently. Students who rarely or never translate speak an average of .4 non-English languages fluently. There is a trade off for students between the

ease that comes with being fluent in English and having access to the complexities and perspectives brought by multilingualism. An interesting complexity is brought to light when we compare the responses to question 3 (do you translate) to an element of question 2 (are you fluent in English). While 91% of students are fluent in English, 36% of students sometimes or always translate. This means that fluency in English doesn’t preclude translating for academic activities. Either students are fluent, but academic activities require translating above that fluency (for more on this, see OISE’s Jim Cummins’ work, which is discussed on the Multilingual Project website among other places), or students translate for reasons other than not understanding – to add multilingual complexity or to work in the language best suited to the task or concept, for example. 4.4. Do you consider yourself to be a multilingual (or ESL) student? [Yes; No] 584 students answered this question. Again, this question was asked to add complexity to our understanding of how students are using labels like “multilingual” and how they identify themselves in relation to the label and how they interact with languages. 42% of students consider themselves multilingual, and 58% do not. This rate is the same for the 195 HUMN 100 students, within 1%. Of the 11 MA students, 55% consider themselves multilingual, and 45% do not. 4.4.1. Students in different majors consider themselves multilingual at different rates Of 156 BFA students, 38% consider themselves multilingual, while 62% do not, making them the least multilingual major. Of 102 BDes students, 50% consider themselves multilingual, while 50% do not, making them the most multilingual major. Of 58 BMA students, 48% consider themselves multilingual, while 52% do not. Of the 241 students who consider themselves multilingual 25% are in the BFA program, 7% are in Foundation year and plan to register in the BFA program; 21% are in the BDes program, 15% are in Foundation year and plan to register in the BDes program; 12% are in the BMA program, 9% are in Foundation year and plan to register in the BMA program; 9% are in Foundation year and don’t know which program they plan to register in; 1% are in the MFA program, and 2% are in the MDes program.

4.4.2. The less time a student has lived in Canada, the more likely they are to be multilingual Of the 263 students born in Canada, 11% consider themselves multilingual. Of the 59 students who have lived in Canada for 10 or more years, 56% consider themselves multilingual. Of the 58 students who have lived in Canada for 5-10 years, 72% consider themselves multilingual. Of the 116 students who have lived in Canada for 1-5 years, 78% consider themselves multilingual. Of the 63 students who have lived in Canada for less than 1 year, 75% consider themselves multilingual. Of the 241 students who consider themselves multilingual, 12% were born in Canada, 14% have lived here for longer than 10 years, 17% have lived here for 5-10 years, 37% have lived here for 1-5 years, and 20% have lived here for less than 1 year. The less time a student has lived in Canada, the more likely they are to be multilingual (with the exception of students who have lived in Canada for less than a year being slightly less multilingual than those who have lived here for 1-5 years). 4.4.3. Conclusions about the label “multilingual or ESL” Again, this question adds complexity to our understanding not just of multilingual students, but also to how our students understand themselves in relation to the labels we place on them. While there is a 63% chance of an ECU student speaking a non-English language fluently and a 91% change of them speaking English fluently, only 42% of students consider themselves multilingual. There is a gap between the 54% of students who likely speak 2 languages fluently and the 42% who would use the labels “multilingual” or “ESL.” While some of this discrepancy is surely accounted for by students fluent in 3 or more languages (thus accommodating the extra monolingual students), it seems likely that most of this gap of 12% is accounted for by students fluent in 2 or more languages who do not use these labels. 4.5. Overall, do you feel that multilingualism is [an advantage for learning at Emily Carr; a disadvantage for learning at Emily Carr] 561 students answered this question. As it is a 2-choice question, all answers add up to 100%, so generally only one side of the answer is discussed. The other side can be assumed to be the balance of 100%. 73% of students consider multilingualism an advantage for learning at Emily Carr while 27% consider it a disadvantage. This is true, within 2%, whether a student self-identifies as monolingual or multilingual. Of the 184 HUMN 100 students, 82% consider it “an advantage for learning at Emily Carr” while 18% consider it “a disadvantage for learning at Emily Carr.”

4.5.1. The amount of time that a student has lived in Canada is related to if they perceive multilingualism to be an advantage or a disadvantage The amount of time that a student has lived in Canada is related to their answer to this question. All students (561 students): Multilingualism is an advantage Born in Canada (249 students) 68% Lived in Canada 10+ years (54 students) 85% Lived in Canada 5-10 years (57 students) 68% Lived in Canada 1-5 years (114 students) 75% Lived in Canada <1 year (63 students) 83% Of the 393 students who consider multilingualism an advantage, 43% were born here, 12% have lived here for longer than 10 years, 10% have lived here for 5-10 years, 22% have lived here for 1-5 years, and 13% have lived here for less than 1 year. Of the 144 students who consider multilingualism a disadvantage, 55% were born here, 6% have lived here for longer than 10 years, 13% have lived here for 5-10 years, 20% have lived here for 1-5 years, and 8% have lived here for less than a year. The group most likely to see multilingualism as an advantage is those who have lived in Canada for 10+ years (who are themselves 73% multilingual), and the groups least likely to see multilingualism as an advantage are those born in Canada (who are themselves 36% multilingual) and those who have lived in Canada for 5-10 years (who are themselves 93% multilingual). 4.6. Which of the following classroom and studio activities do you find most challenging? [presentations; large class discussions; small class discussions; peer critiques or reviews; listening; readings; writing assignments] 582 students answered this question. Students were able to rate the difficulty of each activity as “very challenging,” “a little challenging,” “fine,” or “easy.” When students rated something as “very challenging” it got a score of 4, “a little challenging” 2, “fine” 1 and “easy” 0. The ratings were then averaged out, giving each activity a score between 0-4. The results of this question as discussed below are broken down by demographic and shown in a chart in Appendix 2. Students find presentations, large class discussions, and writing assignments the most challenging. They find peer crits and readings moderately challenging, and find small class discussions and listening activities to be least challenging. presentations 1.6 large class discussions 1.5 writing assignments 1.5

peer crits 1.3 readings 1.2 small class discussions 1

listening .7

4.6.1. Students’ fluency rates in English, multilingualism, and translating frequency are related to how challenging they find activities Fluency in English and monolingualism both correlate with finding things slightly less difficult than average. Multilingual students find most activities a bit harder, but especially large class discussions and writing. Students who rarely or never translate find things less difficult than average, with difficulty increasing the more students translate. Students who frequently translate find most activities very difficult, but they find the same activities most difficult (writing assignments, large class discussions, and peer crits). 4.6.2. A student’s major and year sometimes is related to how difficult they find different activities MA students find large and small class discussions and peer crits easier than do undergrads, and find writing assignments more difficult. First year students find large class discussions, peer crits, and listening slightly more difficult than average and 3rd years find large class discussions and reading more difficult than average. A student’s major is not greatly related to how difficult they found different activities, though BMAs found large class discussions and writing assignments slightly more difficult than average. 4.6.3. The amount of time that a student has lived in Canada is related to how difficult they find different assignments The amount of time a student has lived in Canada is significantly related to how difficult they found different activities. Students born in Canada find everything a bit less difficult. Students who have lived here for more than ten years find everything (except large class discussions) a bit less difficult. Students who have lived here for 5-10 years are the group who find activities in general most difficult, and report finding large class, reading, and writing assignments very difficult. Students who have lived here 1-5 years find things more difficult than average (but not as difficult as those who have lived in Canada 5-10 years), and students who have lived here less than a year find things generally more difficult than average (but not as difficult as those who have lived here for 1-5 years). Students who have lived in Canada for 5-10 years are clearly the group who find activities most difficult. 4.6.4. Conclusions about the classroom and studio activities Emily Carr students find challenging Students who are fluent in English, or who are monolingual, or who rarely or never translate found activities less challenging than average; students who are multilingual and who sometimes translate find activities more challenging than average; and students who translate frequently find activities extremely challenging. A student’s major or year does is not greatly related to how they feel about the difficulty level of different activities.

Years lived in Canada has an interesting effect. Students who were born in Canada or have lived here for 10+ years find almost all activities easier than average. Students who have lived here for 5-10 years are the group who find activities most difficult, with students who have lived here 5 years or less finding things moderately difficult. Of note is that while certain groups of students find certain activities more or less challenging, almost all undergrad groups found large class discussions to be the most challenging activity by a significant degree. At the same time, students find small group discussions to be one of the easiest activities. Since these activities might be interchangeable from a teacher’s perspective, trading large for small discussions might be a way to reduce student stress and increase student participation without significant changes to a teacher’s pedagogy or teaching style. Writing assignments and peer crits also stand out as being very difficult for many groups. 4.7. Have you accessed the following learning and support services? [Aboriginal Gathering Place; Academic Advising; Accessibility Office; Counselling Office; Librarians; Student Union Office; Writing Centre] 586 students answered this question. Students were able to select if they had used a service “more than 10 times,” “5-10 times,” “2-5 times,” “1 time” or “never.” When students rated something as “more than 10 times” it got a score of 10, “5-10 times” 5, “2-5 times” 2, “1 time” 1, and “never” 0. The ratings were then averaged out, giving each activity a score between 0-10. The results of this question as discussed below are broken down by demographic and shown in a chart in Appendix 3. Of note when interpreting this information is 1) the high number of first year students who are less likely to have used services because they haven’t needed or figured out how to access them yet, and 2) the date of the questionnaire being close to the start of school. These two factors in combination mean that 34% of the questionnaire respondents had likely only been enrolled at ECU for 1.5 months before taking the questionnaire. Library services were the most used service, with 25% of students having accessed librarians more than 5 times, 35% having accessed them 2-5 times, and 18% having accessed them one time (22% of students had never accessed library services). Academic Advising was also highly used, with 9% of students having accessed them more than 5 times, 28% having accessed them 2-5 times, and 17% having accessed them one time (46% of students had never accessed Academic Advising). The Writing Centre was also highly used, with 10% of students having accessed them more than 5 times, 15% having accessed them 2-5 times, and 19% having accessed them one time (56% of students had never accessed the Writing Centre). Emily Carr’s Students’ Union was also highly used, with 7% of students having accessed them more than 5 times, 25% having accessed them 2-5 times, and 20% having accessed them 1 time (47% of students had never accessed the Students’ Union).

The Counselling Office has 8% of students having accessed them more than 5 times, 8% having accessed them 2-5 times, 10% having accessed them one time (73% of students had never accessed the Counselling Office). Accessibility Services has 2% of students having accessed them more than 5 times, 6% having accessed them 2-5 times, 7% having accessed them one time (85% of students had never accessed Accessibility Services). The Aboriginal Gathering Place has 2% of students having accessed them more than 5 times, 3% having accessed them 2-5 times, 8% having accessed them one time (87% of students had never accessed the Aboriginal Gathering Place). 4.7.1. Students’ fluency rates in English, multilingualism, and translating frequency are related to how frequently they use different services Students access different services at different rates depending on their fluency in English. The details of this might be of interest to those services, which might then focus on reaching out more to fluency groups that don’t engage with them as much, or to people working with lower-fluency groups, to bridge them to these services. Students who are fluent in English are slightly more likely to access library services and the Students’ Union, and slightly less likely to access the Writing Centre. Students who rarely or never translate are engaged more than average with the Aboriginal Gathering Place, and less than average with librarians and the Writing Centre. Students who sometimes translate access the Writing Centre, library services, and Counselling Office more than average. They are engaged less than average with the Aboriginal Gathering Place, Academic Advising, Accessibility Services, and the Students’ Union. Students who frequently translate between languages are the group most likely to access Academic Advising and the Writing Centre. They also engage with the Students’ Union and library services more than average. They are engaged less than average with the Aboriginal Gathering Place, and Accessibility Services. Students who are multilingual are more likely to access the Writing Centre, but less likely to access library services, the Counselling Office, Accessibility Services, or the Aboriginal Gathering Place. 4.7.2. Students who use the Writing Centre frequently also use other services frequently Students who have accessed the Writing Centre more than 5 times access the other services at a rate 1.8-3.4 times more than average. This group of students is very engaged in multiple services, either comfortable asking for support, or with other services and individuals comfortable and successful with referring students to the Writing Centre.

4.7.3. Students in different majors access services at different rates Students access services at different rates depending on their program. BFA students access all services at much higher than average rates. BDes students also access some services at higher than average rates, and others at about average rates. BMA students access some services at higher than average rates, but notably access the Aboriginal Gathering Place and the Accessibility Services at lower than average rates. 4.7.4. Students who have been at Emily Carr for more years have accessed more services more frequently Not surprisingly, by the time a student has reached 4th year, they have accessed all of the services at a rate higher than average. Students in 1st year (of both MA and BA) have accessed most services less than average. Note that 9 of the 11 MA students responded to the question “what year of your program are you in” and that all 9 responded that they were in the 1st year of their program – 9 of the 11 MA students are 1st years, and the remaining two are a mystery. As such, the MA data is highly skewed towards 1st years. Most services show a gradation, with students increasing their total use of each service as they progress through their degrees. There is a non-typical sharp jump in use of the Academic Advising office between 1st and 2nd year, which makes sense as most 1st years hadn’t yet registered for any classes or received any grades or academic warnings. An anomaly in the gentle gradation of increased usage during a student’s time at ECU is in the use of the Aboriginal Gathering Place. 3rd years have actually accessed this service less than 2nd years, while 4th years have accessed this service at a very high rate. In 2013-14, ECU participated in national Truth and Reconciliation events with numerous special events, gallery shows, and support for faculty to work towards indigenizing their courses. Indigenous issues were very much at the forefront of many students’ experiences in their studio and critical work. Students in 4th year in 2017 started at ECU in 2014, so I wonder if their high engagement with the Aboriginal Gathering Place is a residual artefact of the previous year’s focus on Truth and Reconciliation. While many faculty who were at ECU in 2013-14 have continued to work towards indigenizing their courses, Emily Carr’s high turnover of faculty and reduced support for this work since 2013-14 might explain the significant trailing off of engagement with this service. (According to the Multilingual Project’s Teacher’s Survey, 14% of the 100 teachers who responded to this question have been at ECU for less than 1 year, and 28% have been at ECU for 1-5 years. Of this 42% of teachers who have been at ECU for less than 5 years, most would not have benefitted from the 2013-14 programming.) 4.7.5. The amount of time that a student has lived in Canada is related to how frequently they access different services Students also access services at different rates depending on how long they have lived in Canada. The details of this might be interesting to those services, who might want to reach out to groups that under-access their services. Students born in Canada access the Aboriginal Gathering Place at a much higher rate, possibly because many indigenous students noted themselves as “born here,” and are engaged with this service. Notably,

students who have lived in Canada for 10+ years are less likely to access this service that students who have lived in Canada for less than 10 years. Students who have lived in Canada for less than 1 year are less likely to have accessed Academic Advising (probably because this group overlaps with the group of students who are in first year – they just haven’t had a reason, like registration or grade concerns, to visit yet). This service is most heavily used by students who have lived in Canada for 1-10 years, with students who have lived here for 10+ years using it less than average, and students born here using it at an average rate. The amount of time that students have lived in Canada is related to their use of the Accessibility office in an erratic way, with students born in Canada accessing at a higher than average rate, and students living here 5-10 years accessing it at a much lower rate. Students in Canada for 10+ years of for 1-5 years access it at an average rate, and students who have lived in Canada for less than 1 year are less likely to have accessed this office (probably for reasons similar to why 1st years are less likely to have visited it yet). The counselling office is most highly accessed by students who have lived in Canada for 1-5 years. Students who have lived in Canada for less than 1 year are less likely to have accessed counselling (probably for reasons similar to why 1st years are less likely to have visited it yet). Library services are very highly accessed by students who have lived in Canada for 1-10 years. Students who have lived in Canada for 10+ years use library services at a significantly lower rate, (at a rate lower than students who have lived in Canada for less than a year) and students born in Canada use it at a slightly higher than average rate. Students who have lived in Canada for less than 1 year are less likely to have accessed library services (probably for reasons similar to why 1st years are less likely to have visited yet). The Emily Carr Students’ Union is most highly accessed by students who have lived in Canada for 5-10 years, though students born in Canada also access this service at a higher than average rate. Students who have lived in Canada for 10+ years access this service at a less than average rate. Students who have lived in Canada for less than 1 year are less likely to have accessed the Students’ Union office (probably for reasons similar to why 1st years are less likely to have visited yet). The Writing Centre is most highly accessed by students who have lived in Canada for 1-10 years, with students who have lived in Canada for 10+ years also accessing this service at higher than average rates. Students born in Canada use this service at a much lower than average rate. Students who have lived in Canada for less than 1 year are also less likely to have accessed the Writing Centre (though not as low as students born in Canada)(probably for reasons similar to why 1st years are less likely to have visited yet). 4.7.6. Students who find different class activities challenging use different services at different rates While it is challenging to draw conclusions from the combining of these 2 data sets, it is notable that students who find all class activities challenging do draw on the Writing Centre significantly more than students who do not find these activities challenging. Students who find speaking activities less challenging (presentations, large class discussions, small group discussions, and crits) are less likely than average to draw on Academic Advising, Counselling, library services, and the Student Union office. Students who find listening difficult are strikingly more likely to draw on most services, and students who find writing difficult also draw on most services, though to a lesser degree than students who have difficulty with listening activities.

4.7.7. Conclusions about the support services students access Students who need support are not necessarily accessing that support. Factors like fluency in English, multilingualism, translating frequency, major, and how long a student has lived in Canada are all related to accessing some services less than average, indicating in some cases that students perceive or encounter a barrier to accessing these services.

4.8. Have you accessed the following informal learning supports? [Meeting with your teacher; Asking a classmate for help; Using a private tutor; Asking a family member for help] 585 students answered this question. The results of this question as discussed below are broken down by demographic and shown in a chart in Appendix 4. Of the options presented, students are most likely to ask a classmate for help. They are also likely to meet with their instructor. They are less likely to ask a family member for help, and few use a private tutor. Classmate Instructor Family Tutor more than 5 times 45% 26% 17% 1% 2-5 times 36% 32% 24% 2% one time 10% 16% 11% 1% never 9% 26% 48% 95% 4.8.1 Students’ fluency rates in English, multilingualism, and translating frequency are related to how frequently they use different informal learning supports Students who are fluent in English seek these informal supports at an average rate. Students who rarely or never translate seek informal support at a lower than average rate, especially help from classmates. Students who sometimes translate ask for help from teachers at a significantly higher rate, and also ask classmates and private tutors for help at a rate above average. Students who translate frequently ask classmates, private tutors, and family for help at significantly higher rates than other students. They ask for help from teachers at a significantly lower rate. This suggests that while students who translate frequently want help and do reach out for it, there is a barrier to them asking their instructors, which are a popular source of help for all other groups. The reasons for this might be examined further, so as to develop ways for instructors to encourage these students to ask them for help. Students who are multilingual are most likely to ask a teacher for help, but also ask classmates and private tutors for help at a rate above average. They are significantly less likely to ask a family member for help.

4.8.2. Students who find different class activities challenging use different informal supports at different rates Students who find presentations, large discussions, crits, and writing difficult are most likely to ask a teacher for help. Students who find small discussions and readings challenging are least likely to ask a teacher for help. Students who find presentations, large discussions, and small discussions difficult are most likely to ask a classmate for help. Students who find listening difficult are least likely to ask a classmate for help. Students who find lots of classroom activities difficult are more likely to use a private tutor. Students who find crits, listening, reading and writing difficult are most likely to ask a family member for help. Students who find presentations, large discussions, crits and writing challenging are the most likely to seek some sort of informal support. Students who find small discussions, listening, and reading challenging are the least likely to seek informal support. 4.8.3. Students who use the Writing Centre frequently also use informal learning supports frequently Students who have accessed the Writing Centre 5 or more times are extremely likely to ask teachers and classmates and family for help. They are also slightly more likely than average to use a private tutor. Students who have accessed the Writing Centre 1 or more times are also significantly more likely to ask a teacher or classmate for help, but ask family members and private tutors at an average rate. 4.8.4. Students in different majors access informal help at different rates BMA students are more likely to meet with teachers than to ask other students for help. They are the least likely students to use a private tutor. They are the keenest students to ask family members for help. BFA students ask for help from teachers, classmates and family members at a lower rate than students in other programs. BDes students ask for help from classmates at the highest rate, and use private tutors at a slightly higher rate than students in other programs. 4.8.5. Students in all years ask for help from classmates and instructors the most, and have asked for more help the longer they have been in school Students in all years prefer to ask their teachers and classmates for help, rather than tutors or family. The longer they have been in school, the more likely they are to have asked for help, and to have asked for help more times. To a lesser degree than teachers and classmates, students in all years ask their families for help, with the exception of MA students who ask family members for help at a

significantly lower rate. Students in all years ask for help from private tutors to a very small degree, with 1st and 2nd year students the most likely to do so. Again, MA students provide the exception, with none of them getting help from private tutors. 4.8.6. The amount of time that a student has lived in Canada is related to how frequently they access different informal help Students born in Canada ask teachers, classmates, and private tutors for help at a rate lower than average, and are the most likely group to ask family members for help. Students who have lived in Canada for 10+ years are the least likely to use all informal learning supports. Students who have lived in Canada for 5-10 years are the most likely to meet with teachers or ask classmates for help. They also use private tutors and ask family for help slightly more than average. Students who have lived in Canada for 1-5 years are also very likely to meet with teachers and ask classmates for help. They are the most likely to use a private tutor, and less likely than average to ask family for help. Students who have lived in Canada for less than a year are the least likely to have asked a teacher, classmate, or family member for help, probably because they have not yet had the need or opportunity to do so. 4.8.7. Conclusions about the informal learning supports students access Some groups of students are less likely to ask teachers for help when they are struggling. Those who translate frequently, while asking for help from other sources at a high rate, ask teachers at a very low rate. Students who struggle with small class discussions and readings are very unlikely to ask a teacher for help (and they also seek out other informal supports at a low rate). Students who have lived in Canada for 10+ years or were born in Canada are least likely to ask a teacher or classmates for help. While those born in Canada turn to other sources of informal support (they are the group most likely to ask a family member for help), those who have lived here for 10+ years are least likely to ask family for help – meaning that this group relies very little on all types of informal support. Students who are multilingual ask family for help much less than average. While they may draw on classmates or instructors, they might not have the same access to informal support at home that monolingual students have. The differences in how different groups of students answer this question highlight opportunities for teachers to reach out to specific groups of students, or to address specific challenges, like reading, during class time. To address a lack of informal support outside of school, instructors might encourage students to build peer networks outside of class to support them in their schoolwork.

4.9. How long have you lived in Canada? [I was born here; More than 10 years; 5-10 years; 1-5 years; Less than 1 year] 563 students answered this question. 47% of students were born in Canada, 10% have lived here for longer than 10 years, and 10% have lived here for 5-10 years. We might imagine that these students have a strong grasp on conversational English, and likely have a good understanding of Canadian academic expectations. 21% of students have lived here for 1-5 years, and 11% have lived here for less than 1 year. This means that about 1/3 of Emily Carr students are new to Canadian culture, including Canadian academic culture. Of the 194 students who took the questionnaire during the HUMN 100 class (and are therefore likely to be Foundation year students), 48% were born here, 11% have lived here for longer than 10 years, 6% have lived here for 5-10 years, 14% have lived here for 1-5 years, and 21% have lived here for less than 1 year. Of the 11 MA students who took the questionnaire, 45% were born in Canada and 55% had lived here for less than 1 year. 4.9.1. Students who have lived in Canada for 5-10 years find activities most challenging, and use many formal and informal services more than average Students who have lived in Canada for 5-10 years are an interesting group. As noted in earlier sections, they found activities far more challenging than their peers who have lived in Canada for both more and less time. Perhaps in response to this, they are by far the heaviest users of the Writing Centre and library services. They are also the most frequent users of the Students’ Union, and also use Academic Advising much more than average. They visit the Counselling Office and the Aboriginal Gathering Place at below average rates, and use Accessibility Services at the lowest rate of any group. They are also the most likely to meet with teachers or ask classmates for help. They also use private tutors and ask family for help slightly more than average. 4.10. What degree program are you in? [Bachelor of Fine Arts; Bachelor of Design; Bachelor of Media Arts; Foundation year, and I plan to register in a Bachelor of Fine Arts program; Foundation year, and I plan to register in a Bachelor of Design program; Foundation year, and I plan to register in a Bachelor of Media Arts program; Foundation year, and I do not know which program I want to register in yet; Master of Fine Arts; Master of Design] 4.11. What year of your program are you in? [Foundation year; 2nd year; 3rd year; 4th year; 1st year Master’s program; 2nd year Master’s program] Students were asked which degree program they were in and what year they were in, to help us understand if their responses to the earlier questions were related to either of these factors.

Students are in the following programs: BFA 28% BDes 18% BMA 10% FNDT and planning to register in BDes 13.6% FNDT and planning to register in BFA 9% FNDT and planning to register in BMA 9% FNDT and not sure which program they want to register in 10% MFA 1% MDes 1% Students are in the following years: FNDT 43% 2nd year 18% 3rd year 20% 4th year 18% Masters 2% Of the 191 students in the HUMN 100 group, 19% were in FNDT and planning to register in the BFA program (4% were already in the BFA program), 32% were in FNDT and planning to register in the BDes program (2% were already in the BDes program), 19% were in FNDT and planning to register in the BMA program (1% were already in the BMA program). Additionally, 23% were in FNDT and did not know which program they were planning on registering for. None of these students were Masters students. 4.11.1 41% of respondents are in Foundation year This percentage of Foundation students differs from the raw questionnaire data, and was arrived at as follows: 197 out of 588 or 34% of respondents answered before the questionnaire was opened to students outside of the HUMN 100 class. When the questionnaire was open to these 197 students, question 11 (what year of your program are you in) had not been added. Of those 197 students who did the questionnaire before it was opened to all students, 12 students answered question 10 by noting they were in a degree program, rather than in Foundation year, and 6 students did not reply to question 10. An additional 52 students answered the questionnaire after it was open to all students, and noted that they were in Foundation year in question 11. This is 231 students in Foundation, divided by the 562 total respondents (371 students answered question 11 + 197 students responded to the questionnaire while it was restricted to the HUMN 100 class - 6 who didn’t answer what program they were in). 197 HUMN 100 respondents – 12 Q10 degree program students – 6 non-participating Q10 respondents + 52 non-HUMN-100 Q11 FNDT students = 231 total FNDT students 197 HUMN 100 respondents – 6 non-participating Q10 respondents + 371 Q11 respondents = 562 total Q11 respondents 231 FNDT students / 562 students = 41% FNDT students

4.11.2. The amount of time that a student has lived in Canada, their degree program, and the year of their program they are in How long a student has lived in Canada and it’s relation to their degree program (or in the case of Foundation students, the program they plan on registering in), and also the year of their program they are in, is presented as a chart in Appendix 5. 4.12. If you would like to participate in further multilingual activities, please let us know what types [social gatherings; small group discussions; an email or facebook group; helping to organize events] Students were asked what types of activities they would be interested in participating in with the Multilingual Project. They were most interested in social gatherings. 4.13. To be entered in a draw to win a $25 gift card for Loafe, please enter your student number below. Your student number will remain separate from your answers to the earlier questions, so that your answers remain anonymous. 488 of 588 students entered this draw.

8.52% 50

56.05% 329

4.26% 25

1.36% 8

0.85% 5

1.70% 10

Q1 What was/were the first language(s) you spoke at home?Answered: 587 Skipped: 1

Cantonese

English

French

German

Hindi

Japanese

Korean

Mandarin

Persian

Punjabi

Spanish

Tagalog

Other (pleasespecify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ANSWER CHOICES RESPONSES

Cantonese

English

French

German

Hindi

Japanese

1 / 15

Multilingualism at Emily Carr SurveyMonkey

7.33% 43

17.89% 105

1.36% 8

1.02% 6

6.30% 37

2.56% 15

12.61% 74

Total Respondents: 587

Korean

Mandarin

Persian

Punjabi

Spanish

Tagalog

Other (please specify)

2 / 15

Multilingualism at Emily Carr SurveyMonkey

6.35% 37

91.42% 533

11.49% 67

1.72% 10

1.03% 6

2.40% 14

Q2 What language(s) do you consider yourself fluent in now?Answered: 583 Skipped: 5

Cantonese

English

French

German

Hindi

Japanese

Korean

Mandarin

Persian

Punjabi

Spanish

Tagalog

Other (pleasespecify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ANSWER CHOICES RESPONSES

Cantonese

English

French

German

Hindi

Japanese

3 / 15

Multilingualism at Emily Carr SurveyMonkey

6.17% 36

16.81% 98

1.20% 7

0.86% 5

6.17% 36

1.37% 8

9.43% 55

Total Respondents: 583

Korean

Mandarin

Persian

Punjabi

Spanish

Tagalog

Other (please specify)

4 / 15

Multilingualism at Emily Carr SurveyMonkey

5.96% 35

29.98% 176

26.41% 155

37.65% 221

Q3 Do you translate from one language to another when you read, writeor think?

Answered: 587 Skipped: 1

TOTAL 587

All the time

All the time

All the time

All the time

All the time

All the time

All the time

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Rarely

Rarely

Rarely

Rarely

Rarely

Rarely

Rarely

Never

Never

Never

Never

Never

Never

Never

ANSWER CHOICES RESPONSES

All the time

Sometimes

Rarely

Never

5 / 15

Multilingualism at Emily Carr SurveyMonkey

42.29% 247

57.71% 337

Q4 Do you consider yourself to be a multilingual (or ESL) student?Answered: 584 Skipped: 4

TOTAL 584

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

No

No

ANSWER CHOICES RESPONSES

Yes

No

6 / 15

Multilingualism at Emily Carr SurveyMonkey

73.26% 411

26.74% 150

Q5 Overall, do you feel that multilingualism isAnswered: 561 Skipped: 27

TOTAL 561

an advantage for

an advantage for

an advantage for

an advantage for

an advantage for

an advantage for

an advantage forlearning at Emily

learning at Emily

learning at Emily

learning at Emily

learning at Emily

learning at Emily

learning at EmilyCarr

Carr

Carr

Carr

Carr

Carr

Carr

a disadvantage for

a disadvantage for

a disadvantage for

a disadvantage for

a disadvantage for

a disadvantage for

a disadvantage forlearning at Emily

learning at Emily

learning at Emily

learning at Emily

learning at Emily

learning at Emily

learning at EmilyCarr

Carr

Carr

Carr

Carr

Carr

Carr

ANSWER CHOICES RESPONSES

an advantage for learning at Emily Carr

a disadvantage for learning at Emily Carr

7 / 15

Multilingualism at Emily Carr SurveyMonkey

Q6 Which of the following classroom and studio activities do you findmost challenging?

Answered: 582 Skipped: 6

15.94%92

30.85%178

33.62%194

19.58%113

577

1.59

17.04%98

25.39%146

35.30%203

22.26%128

575

1.54

4.01%23

20.21%116

40.77%234

35.02%201

574

0.97

8.73%50

23.39%134

43.28%248

24.61%141

573

1.25

1.56%9

12.85%74

36.11%208

49.48%285

576

0.68

7.12%41

27.78%160

39.58%228

25.52%147

576

1.24

13.10%76

32.24%187

36.72%213

17.93%104

580

1.54

presentations

large classdiscussions

small classdiscussions

peer critiquesor reviews

listening

readings

writingassignments

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2

VERYCHALLENGING

A LITTLECHALLENGING

FINE EASY TOTAL WEIGHTEDAVERAGE

presentations

large class discussions

small class discussions

peer critiques orreviews

listening

readings

writing assignments

8 / 15

Multilingualism at Emily Carr SurveyMonkey

Q7 Have you accessed the following learning and support services?Answered: 586 Skipped: 2

0.87%5

1.21%7

2.95%17

8.32%48

86.66%500

577

0.29

2.94%17

6.39%37

27.63%160

16.93%98

46.11%267

579

1.34

1.05%6

0.88%5

5.95%34

6.65%38

85.46%488

571

0.33

2.95%17

5.03%29

8.49%49

10.23%59

73.31%423

577

0.82

12.48%72

12.48%72

34.84%201

18.37%106

21.84%126

577

2.75

2.43%14

4.86%28

25.00%144

20.49%118

47.22%272

576

1.19

5.65%33

4.45%26

15.24%89

19.01%111

55.65%325

584

1.28

AboriginalGathering Place

AcademicAdvising

AccessibilityOffice

CounsellingOffice

Librarians

Student UnionOffice

Writing Centre

0 1 2 3 4 5 6 7 8 9 10

MORE THAN 10TIMES

5-10TIMES

2-5TIMES

1 TIME NEVER TOTAL WEIGHTEDAVERAGE

Aboriginal GatheringPlace

Academic Advising

Accessibility Office

Counselling Office

Librarians

Student Union Office

Writing Centre

9 / 15

Multilingualism at Emily Carr SurveyMonkey

Q8 Have you accessed the following informal learning supports?Answered: 585 Skipped: 3

13.23%77

12.71%74

31.79%185

16.49%96

25.77%150

582

2.76

28.23%164

16.87%98

35.80%208

9.81%57

9.29%54

581

4.48

0.69%4

0.52%3

2.08%12

1.39%8

95.32%550

577

0.15

8.64%50

8.29%48

24.18%140

11.40%66

47.50%275

579

1.88

Meeting withyour teacher

Asking aclassmate fo...

Using aprivate tutor

Asking afamily membe...

0 1 2 3 4 5 6 7 8 9 10

MORE THAN 10TIMES

5-10TIMES

2-5TIMES

1 TIME NEVER TOTAL WEIGHTEDAVERAGE

Meeting with your teacher

Asking a classmate for help

Using a private tutor

Asking a family member forhelp

10 / 15

Multilingualism at Emily Carr SurveyMonkey

46.71% 263

10.48% 59

10.48% 59

20.96% 118

11.37% 64

Q9 How long have you lived in Canada?Answered: 563 Skipped: 25

TOTAL 563

I was born here

I was born here

I was born here

I was born here

I was born here

I was born here

I was born here

More than 10 years

More than 10 years

More than 10 years

More than 10 years

More than 10 years

More than 10 years

More than 10 years

5-10 years

5-10 years

5-10 years

5-10 years

5-10 years

5-10 years

5-10 years

1-5 years

1-5 years

1-5 years

1-5 years

1-5 years

1-5 years

1-5 years

Less than 1 year

Less than 1 year

Less than 1 year

Less than 1 year

Less than 1 year

Less than 1 year

Less than 1 year

ANSWER CHOICES RESPONSES

I was born here

More than 10 years

5-10 years

1-5 years

Less than 1 year

11 / 15

Multilingualism at Emily Carr SurveyMonkey

27.91% 156

18.25% 102

10.38% 58

8.77% 49

13.60% 76

8.77% 49

10.38% 58

0.54% 3

1.43% 8

Q10 What degree program are you in?Answered: 559 Skipped: 29

TOTAL 559

Bachelor ofFine Arts

Bachelor ofDesign

Bachelor ofMedia Arts

Foundationyear, and I...

Foundationyear, and I...

Foundationyear, and I...

Foundationyear, and I ...

Master of FineArts

Master ofDesign

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ANSWER CHOICES RESPONSES

Bachelor of Fine Arts

Bachelor of Design

Bachelor of Media Arts

Foundation year, and I plan to register in a Bachelor of Fine Arts program

Foundation year, and I plan to register in Bachelor of Design program

Foundation year, and I plan to register in a Bachelor of Media Arts program

Foundation year, and I do not know which program I want to register in yet

Master of Fine Arts

Master of Design

12 / 15

Multilingualism at Emily Carr SurveyMonkey

14.02% 52

26.42% 98

30.46% 113

26.68% 99

2.43% 9

0.00% 0

Q11 What year of your program are you in?Answered: 371 Skipped: 217

TOTAL 371

Foundation year

2nd year

3rd year

4th year

1st yearMaster's...

2nd yearMaster's...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ANSWER CHOICES RESPONSES

Foundation year

2nd year

3rd year

4th year

1st year Master's program

2nd year Master's program

13 / 15

Multilingualism at Emily Carr SurveyMonkey

59.73% 175

40.96% 120

28.33% 83

41.64% 122

Q12 If you would like to participate in further multilingual activities, pleaselet us know what types

Answered: 293 Skipped: 295

Total Respondents: 293

socialgatherings

small groupdiscussions

an email orfacebook group

helping toorganize events

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ANSWER CHOICES RESPONSES

social gatherings

small group discussions

an email or facebook group

helping to organize events

14 / 15

Multilingualism at Emily Carr SurveyMonkey

Q13 To be entered in a draw to win a $25 gift card for Loafe, please enteryour student number below. Your student number will remain separate

from your answers to the earlier questions, so that your answers remainanonymous

Answered: 488 Skipped: 100

15 / 15

Multilingualism at Emily Carr SurveyMonkey

Question1:Whatwas/werethefirstlanguage(s)youspokeathome?

Language

Numberofstudents

Percentageofstudents

Afrikaans 1 0.17Bengali 1 0.17Cree 1 0.17Czech 1 0.17Dutch 1 0.17Hungarian 1 0.17Malay 1 0.17Romanian 1 0.17Sakha 1 0.17Shanghainese 1 0.17Slovak 1 0.17Telugu 1 0.17Teochew 1 0.17Thai 1 0.17Urdu 1 0.17Visayan 1 0.17Danish 2 0.34Farsi 2 0.34Italian 2 0.34Malayalam 2 0.34Taiwanese 2 0.34Tamil 2 0.34Turkish 2 0.34Ukrainian 2 0.34Arabic 3 0.51Kazakh 3 0.51Norwegian 3 0.51Hebrew 4 0.69Indonesian 4 0.69Russian 4 0.69Hindi 5 0.86Portuguese 5 0.86Polish 6 1.03Punjab 6 1.03

German 8 1.37Persian 8 1.37Japanese 10 1.72Vietnamese 10 1.72Tagalog 15 2.57French 25 4.29Spanish 38 6.52Korean 43 7.38Cantonese 51 8.75Mandarin 105 18.01English 329 56.43

45languagesspokenby583students

Appendix3:Question6:Whichclassroomandstudioactivitiesdoyoufindmostchallenging?

presentations

largeclassdiscussions

smallclassdiscussions

peercrits

listening

readings

writingassignments

fullgroup582 1.6 1.5 1 1.3 0.7 1.2 1.5

MAstudents8 1.6 1 0.8 1 0.8 1.3 1.84thyears98 1.6 1.5 0.9 1.2 0.5 1.3 1.63rdyear112 1.7 1.9 1.1 1.3 0.7 1.4 1.62ndyear98 1.6 1.6 1 1.2 0.7 1.3 1.61styearslateresponding52 1.7 1.7 1.1 1.5 0.9 1.1 1.41styearsearlyresponding195 1.5 1.4 1 1.3 0.7 1.1 1.5

FNDT231 1.6 1.5 1 1.3 0.7 1.1 1.5BFA155 1.6 1.6 1 1.2 0.6 1.3 1.6BDes101 1.6 1.7 0.9 1.2 0.7 1.3 1.5BMA58 1.6 1.8 1.1 1.4 0.6 1.3 1.8

Bornhere260 1.5 1.3 0.8 1.1 0.6 1 1.3Beenhere10+years59 1.4 1.8 0.8 1 0.5 1.2 1.4Beenhere5-10years59 2 2.1 1.2 1.4 0.8 1.8 2.2Beenhere1-5years118 1.7 1.8 1.3 1.5 0.8 1.4 1.9Beenherelessthan1year63 1.6 1.7 1.2 1.5 1 1.3 1.6

FluentinEnglish528 1.5 1.4 0.9 1.2 0.6 1.2 1.5Monolingual331 1.5 1.3 0.8 1.1 0.6 1.1 1.3Multilingual247 1.7 1.9 1.2 1.4 0.8 1.4 1.9

Frequenttranslators35 2.1 2.3 1.6 2 1.2 1.7 2.4Sometimestranslators176 1.8 1.8 1.1 1.4 0.9 1.5 1.8Rarelyornevertranslate370 1.4 1.3 0.8 1.1 0.6 1.1 1.3

Appendix4:Question7:Whatlearningandsupportserviceshaveyouaccessed?

AboriginalGatheringPlace

AcademicA

dvising

AccessibilityOffice

CounsellingOffice

Librarians

StudentUnionOffice

WritingCentre

fullgroup586 0.29 1.34 0.33 0.82 2.75 1.19 1.28

MA11 0.18 0.36 0.45 0.64 2.45 0.8 0.364thyear98 0.6 2.38 0.51 1.56 4.81 2.34 2.263rdyear113 0.17 2.45 0.46 1.21 3.27 1.33 1.622ndyear97 0.24 1.58 0.28 0.97 2.78 1.04 1.51early1styear197 0.22 0.24 0.18 0.2 1.59 0.74 0.66late1styear52 0.31 0.85 0.33 0.58 2.37 0.76 0.94

BFA155 0.39 2.39 0.59 1.4 3.74 1.79 1.8BDes101 0.29 1.88 0.35 0.98 3.43 1.37 1.76BMA58 0.21 1.82 0.05 1.12 3.19 1.18 1.51

Bornhere261 0.51 1.31 0.42 0.8 2.81 1.3 0.8710+years60 0.05 1.19 0.36 0.79 1.93 1.09 1.375-10years59 0.12 1.75 0.12 0.76 3.22 1.53 2.081-5years118 0.11 1.8 0.32 1.2 3.14 1.17 1.98>1year64 0.11 0.4 0.16 0.25 2.33 0.6 1.05

ifhaveaccessWC5+times59 0.71 2.91 1.11 1.77 5.76 2.09 7.8

findpresentationsdifficult270 0.34 1.2 0.4 0.86 2.71 1.11 1.43findlargediscussionsdifficult244 0.28 1.23 0.31 0.86 2.6 1.12 1.5findsmalldiscussionsdifficult139 0.27 1.15 0.34 0.59 2.62 1.15 1.66findcritsdifficult184 0.36 1.3 0.36 0.7 2.69 1.2 1.55findlisteningdifficult83 0.33 1.6 0.65 0.88 3.27 1.16 2.3findreadingsdifficult200 0.19 1.45 0.37 0.86 2.5 1.11 1.71findwritingdifficult262 0.27 1.38 0.39 0.79 2.88 1.28 1.65

fluentinEnglish531 0.32 1.36 0.36 0.86 2.83 1.25 1.2multilingual247 0.16 1.3 0.2 0.73 2.67 1.14 1.87

frequenttranslator35 0.14 2.03 0.27 0.85 2.82 1.39 2.94sometimestranslator176 0.12 1.11 0.24 0.89 2.89 1.06 1.51rare/nevertranslator374 0.38 1.37 0.37 0.78 2.67 1.22 1.01

Appendix5:Question8:Whatinformallearningsupporthaveyouaccessed?

meetwithteacher

askclassm

ateforhelp

privatetutor

askfamilyforhelp

fullgroup585 2.76 4.48 0.15 1.88

MA11 3 4.82 0 1.274thyear98 5.53 6.31 0.03 2.353rdyear113 3.45 5.23 0.14 2.592ndyear97 3.07 5.03 0.2 1.84early1styear197 1.09 3.01 0.22 1.34late1styear52 1.4 3.58 0.08 1.6

BFA155 3.74 4.55 0.13 2.15BDes102 3.79 6.74 0.15 2.27BMA58 4.45 5.53 0.07 2.45

Bornhere262 2.52 4.24 0.05 2.1210+years59 2.55 4.09 0.09 1.435-10years59 3.86 5.16 0.2 2.051-5years117 3.38 5.16 0.36 1.7>1year64 1.67 3.75 0.21 1.47

ifhaveaccessWC5+times59 6.05 6.44 0.28 2.52ifhaveaccessWC1+times258 3.47 4.92 0.16 1.91

findpresentationsdifficult269 2.87 4.58 0.24 1.93findlargediscussionsdifficult243 2.86 4.7 0.27 1.92findsmalldiscussionsdifficult138 2.67 4.6 0.36 1.93findcritsdifficult183 2.86 4.5 0.25 2findlisteningdifficult83 2.78 4.35 0.51 2.9findreadingsdifficult200 2.7 4.52 0.24 2.13findwritingdifficult263 2.84 4.52 0.22 1.95

fluentinEnglish531 2.76 4.46 0.11 1.91multilingual247 3.01 4.58 0.24 1.66

frequenttranslator34 2.62 5.03 0.79 2.58sometimestranslator176 3.05 4.69 0.24 1.86rare/nevertranslator374 2.63 4.33 0.05 1.82

Appendix6:Question10&11:Whatdegreeprogramareyouin?&Whatyearofyourprogramareyouin?

bornhere

livedhere10+years

livedhere5-10years

livedhere1-5years

livedhere<1year

BFA 32 31 41 24 5BDes 18 16 24 23 8BMA 7 12 12 19 6FNDTBFA 11 9 7 3 14FNDTBDes 12 12 5 16 25FNDTBMA 7 9 3 10 19FNDTundecided 12 12 7 5 14MFA 1 0 0 0 2MDes 1 0 0 0 8

FNDT 14 13 4 14 332nd 25 26 23 34 173rd 32 26 38 28 254th 28 36 34 24 0Masters1 2 0 0 0 25Masters2 0 0 0 0 0

169stu 39stu 47stu 92stu 24