Heritage Language Acquisition and Maintenance: Home Literacy Practices of Japanese-Speaking Families in Canada.
Bibliographic record
Abstract
Introduction. In this study, we examine the case of Japanese-speaking families in Canada and their experiences with teaching a heritage language at home, along with the uses and perceived usefulness of public library resources, collections, and services in the process. Methods. We interviewed fourteen mothers who speak Japanese to their children. We complemented the interviews with picture diaries produced by participants about their vision of the 'ideal' library. Analysis. Interviews were transcribed and a thematic analysis conducted through an iterative process. A visual analysis process was performed on the picture diaries. Results. There is a disconnect between the women’s needs and practices relating to heritage language education, and their ability to navigate the 'mainstream' information environment for relevant information. Conclusion. Findings point to the symbolic importance of engaging in heritage language literacy. Although the home remains the crucial site for heritage language literacy practices and the mother plays a critical role in this process, the literacy practices used by Japanese immigrant mothers in Toronto to teach and maintain heritage language are diverse and varied.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".