Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity
Bibliographic record
Abstract
Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her- itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed- ucation in formal, non-formal, and informal settings. I argue that in the Cana- dian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I con- clude that in the framework of official bilingualism and multiculturalism, cos- mopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity.Puisant dans les travaux récents sur le cosmopolitisme, la citoyenneté mondiale et la linguistique appliquée, cet article examine le concept du cosmopolitisme comme objectif viable en éducation au Canada. On porte une attention toute par- ticulière à l’inclusion des objectifs de citoyenneté mondiale dans les programmes de langue K-12, notamment dans les programmes de langues ancestrales. Je prône la considération du concept de cosmopolitisme comme principe directeur clé à divers niveaux d’éducation et dans des milieux formels, non-formels et informels. Je fais valoir l’idée que dans le contexte canadien, l’éducation plurilingue pourrait jouer un rôle plus important en enseignement puisqu’il elle peut promouvoir des idéaux cosmopolites. En conclusion, j’affirme qu’au sein du cadre de bilinguisme et de multiculturalisme officiels, le cosmopolitisme peut enrichir les discussions sur le rôle de l’éducation dans l’émergence de l’identité canadienne.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.012 | 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".