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It applies comparative thematic analysis to interviews with stakeholders at school and board levels, alongside critical analysis of a key provincial policy text. Findings show ESA-based internationalization is largely executed through internationalization offices focused on recruitment and administrative support, while oversight of homestay and custodianship is central. Idealistic visions in policy and discourse are enacted more reactively; educational support is carried by schools within limited capacities, leaving intercultural benefits largely aspirational.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hosting-early-study-abroad-students-in-ontario-internationalization-of-education-dynamics-in-secondary-schooling/597000/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hosting-early-study-abroad-students-in-ontario-internationalization-of-education-dynamics-in-secondary-schooling/597000.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Ontario secondary schooling?","Question",{"text":112,"@type":113},"It examines how policy and practice tensions shape school internationalization in Ontario as early study abroad (ESA) students increasingly enter the secondary level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze the evidence?",{"text":117,"@type":113},"It uses comparative thematic analysis of interviews with school- and board-level stakeholders, combined with a critical policy analysis of Ontario’s relevant provincial policy text.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study find about how ESA-based internationalization is implemented?",{"text":121,"@type":113},"ESA-based internationalization is largely run through internationalization offices focused on recruitment and administrative support, with oversight of homestay and custodianship playing a significant role.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597000,1792166284,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling  \nNancy Bell1, Paul Tarc2, Sandra R. Schecter1, Alyssa Racco1,& Haoming Tang2  \n1York University, 2 University of Western Ontario  \nAbstract  \nThis study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school-and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground educational support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the intercultural dimensions and benefits remain largely aspirational.  \nKeywords: critical policy analysis, early study abroad, international education, internationalization of education, international students  \nHosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling  \nThis research study attempts to understand the character and qualities of the internationalization ofK-12 schooling as realized by, or manifested in, the presence of fee-paying students from around the globe in Ontario’s schools, particularly those in the public sector. The recruitment and hosting of international students has recently been on the rise in Canada and the number of students has grown exponentially in the decade preceding the COVID-19 pandemic, with the number of international study permits issued peaking at 400,680 permits issued in 2019 (Government of Canada, 2021a). After an initial precipitous decline in 2020, due to the global pandemic, numbers appear to be rebounding (Thevenot, 2021). Although the majority of these students study in post-secondary institutions, prior to the pandemic there were over 69,480 studying at the K-12 level with almost half studying in Ontario (Government of Canada, 2021a). The phenomenon reflects a global trend with a burgeoning middle class in the Global South and East, seeking to pursue educational opportunities internationally (Waters, 2006), under the still hegemonic status of English and Western educational credentials (Ma & Wang, 2014).  \nThis paper emerges from a broader SSHRC-funded project focused on the secondary schooling and sociocultural adaptation of this younger cohort of international students, whom we refer to as Early Study Abroad (ESA), to distinguish them from their older and more often discussed postsecondary peers. The  \noverall goal of the larger project is to produce an evidence-based representation of the policies governing the hosting and formal education of visa students enrolled in Ontario secondary schools and of educators’perceptions ofthe academic and social adaptation issues faced by this student cohort. The larger project examines policy at the macro (provincial/federal), meso (district/board) and micro (school/ classroom) levels.  \nIn this paper, we focus on the policy statements and unwritten policies and practices of several school boards and private schools at various stages in the operation and development of their “international education”(IE) endeavours. This examination includes the analysis of website materials and interviews with key stakeholders in the school boards and schools. We compare these policies and practices alongside our critical analysis of Ont","cbCairXio1lSn3Aq","https://ap.wps.com/l/cbCairXio1lSn3Aq","pdf",656073,16,"English","# Abstract\n# Introduction and Research Aim\n# Research Questions\n# Background\n## Federal and Provincial Policy Context","[{\"question\":\"What does the study investigate about Ontario secondary schooling?\",\"answer\":\"It examines how policy and practice tensions shape school internationalization in Ontario as early study abroad (ESA) students increasingly enter the secondary level.\"},{\"question\":\"How does the study analyze the evidence?\",\"answer\":\"It uses comparative thematic analysis of interviews with school- and board-level stakeholders, combined with a critical policy analysis of Ontario’s relevant provincial policy text.\"},{\"question\":\"What does the study find about how ESA-based internationalization is implemented?\",\"answer\":\"ESA-based internationalization is largely run through internationalization offices focused on recruitment and administrative support, with oversight of homestay and custodianship playing a significant role.\"}]","Hosting Early Study Abroad Students in Ontario - Internationalization of Education Dynamics in Secondary Schooling | PDF",1792084177]