Language Policies and Programs for Adult Immigrants in Canada: A Critical Analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper explores current issues in English as a Second Language (ESL) policies and programs for adult immigrants in Canada from a critical multiculturalism perspective. In the context of Canadian policies on immigration, bilingualism, and multiculturalism, the paper first provides an overview of language education in Canada historically. Current trends and issues in language programs for adult immigrants are then explored by examining discourses of integration at the level of both policy and practice, by looking at problems of teaching Canadian values, and by critiquing the emphasis on employability in language programs. Implications for language education for adult immigrants are also discussed. Dans cet article, nous explorons les questions actuelles dans la politique et les programmes pour immigrants adultes au Canada concernant l'anglais, langue seconde (ALS), et ce à partir d'une perspective critique et multiculturelle. Dans le contexte des mesures gouvernementales canadiennes en immigration, en bilinguisme et en multiculturalisme, cet article offre d'abord un survol historique de l'enseignement des langues au Canada. Puis, nous explorons les tendances et les problèmes actuels dans les programmes de langue pour les immigrants adultes, en étudiant les discours d'intégration au niveau à la fois de la politique et de la mise en pratique, en notant les problèmes de l'enseignement des valeurs canadiennes et en critiquant l'emphase portée dans les programmes en question pour en faire un outil. Nous y examinons aussi les implications que cela entraîne pour l'apprentissage des langues chez les adultes immigrants.
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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 | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it