STUDYING THE UKRAINIAN LANGUAGE IN CANADA: FEATURES OF THE BILINGUAL PROGRAM IN MANITOBA PUBLIC SCHOOLS
Notice bibliographique
Résumé
The article is devoted to the study of the peculiarities of the English-Ukrainian bilingual program available in public schools in the Canadian province of Manitoba. The relevance of the study is due to the need to highlight the issue of Ukrainian-language education abroad, as thousands of Ukrainian children are forced to live outside their country. The article gives a brief history of the first bilingual schools in Manitoba, which were established by pioneers from Ukrainian lands in the early twentieth century and had a significant impact on community life. Over more than a century, Ukrainian education in Canada has been influenced by socio-cultural conditions and educational policies of the federal and provincial governments. However, the Ukrainian community played an extremely important role, making great efforts to create the necessary conditions for children to learn their native language and culture. The article pays special attention to such terms as “bilingual education” and “heritage language” defining them and outlining the peculiarities of their functioning in the Canadian context. It has been established that in the second half of the twentieth century, the introduction of a multicultural policy played a decisive role in the socio-political life of Canada, which also affected public education. In particular, the choice of languages and new options for learning them have increased, and the level of teaching has improved due to the introduction of various bilingual programs. It has been established that the 1979 amendments to the Manitoba Public Schools Act allowed for the teaching of languages other than English and French. As a result of these changes and the considerable efforts of the Ukrainian community, the English-Ukrainian bilingual program was introduced in the same year, providing for instruction in two languages, each of which is given half the class time during the school day. The article describes the procedure to be followed in order to introduce a bilingual program in a school. In addition, the author reviews official documents such as curricula and recommendations for their practical application. The article also provides information on the current state of the English-Ukrainian bilingual program in the province of Manitoba.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».