Languages, representations and intersubjective pluralities : an ethno-sociolinguistic case study with plurilingual child migrants in French Welcome Classes in Montreal
Bibliographic record
Abstract
Examining identities in Quebec inevitably points to language-related issues, especially when identities are considered in terms of migration, plurilingualism and the future generations. French is the province's single official language and intercultural relations are often strained when it comes to (re)balancing between protecting the French language and recognizing the inputs of social diversity. Schools play a major role in order to ensure the transmission of the dominant society's values. The core concept of this project is actually the sociolinguistic study of plurilingual and migrant “subjectivities” as encountered in a French-speaking school of Montreal. The children in question are also categorized as “allophones” and were enrolled in French Welcome Classes when the ethnographic interviews were conducted. Giving voice to them aims at exploring how they enact upon their linguistic repertoires and “migrational” trajectories. How do they (re)construct and (re)negociate their situated identities and what does that indicate regarding situated intercultural dynamics? Little light has been shed on how the very bearers (profiles identifiable as plurilingual, migrants and allophones) of situated diversity/plurality/minority describe themselves and their experiences. It is even more so when they are young children like our participants aged 6 to 13 years old. By listening on to their self-descriptions, we are also investigating on their definitions and relations regarding “otherness”. The researcher's epistemological framework will first be explained then, the Quebec context will be questioned with critical distance in an attempt to better understand the specificities related to migration, plurilingualism, social identities and schooling. The empirical data will then be analyzed as intersubjective discourse and representations on migrance, symbolic shifts and intercultural themes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".