Exploring Linguistic, Cultural, and Religious Diversity in Canadian Schools: Pre-Service Teachers’ Learning from Immigrant Parents
Bibliographic record
Abstract
The knowledge immigrant parents hold about their children is often unrecognized by Canadian educational systems. Parent knowledge has vital implications for Canadian school systems and for teacher preparation. Based on interviews of parents from 15 countries, this study presented three types of parent knowledge: First language, cultural and religious knowledge. Then, parent knowledge was shared with a group of pre-service teachers. Results reveal some pre-service teachers encouraged the use of students’ first language in their practicum whereas others internalized their monolingual ideology despite multilingual realities. They recognized cultural misunderstanding between immigrant parents and Canadian teachers and systemic racism, and questioned the feasibility of accommodating everyone’s religious needs. The study calls for the reconstruction of difference and the inclusion of epistemological pluralism, particularly immigrant parent knowledge, within teacher education. The study also suggests that it is important to help pre-service teachers shift their representation of multilingualism from being a problem to a resource, challenge their Eurocentric perspectives, understand immigrant students’ cultural backgrounds, and address religious-based exemptions and accommodation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.023 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".