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While universities are increasingly implementing programs to support international students' language development, fewer orientation programs have sought to provide explicit guidance on expected academic practices in Canadian institutions. Many such academic norms—including the expectation to complete weekly readings, the use of first names with instructors, or participation grades—may be unfamiliar to students who were socialized in different academic cultures. This paper describes thedoi:10.14288/bctj.v6i1.378 fatcat:qpqzbkjm3zflvnq5auntxp5cgi