Bibliographic record
Abstract
In this paper I discuss how 10 multilingual residents of Halifax, Nova Scotia make sense of the meaning of their multilingualism for their identity. Contemporary work on multilingualism focuses on the ways in which globalization, diversity and the commodification of language affect multilinguals’ language practices and identity. As the movement of people, information, and goods across borders increases in quantity and complexity, multilingualism becomes both more common and more highly valued. It is within this context of greater emphasis on the value of multilingualism, and perhaps greater acceptance of certain types of multilingualism in North America, that participants reflect on, and communicate, the meaning multilingualism holds for them. For participants in this research, multilingualism was the basis for a polyglot identity that focuses on increasing cross-cultural understanding and forming a sense of belonging to the world at large. While some felt that each language entailed its own specific way of being, all understood languages as connecting them to other cultures and ways of understanding the world around them. From this basis they developed a polyglot identity based on cross-cultural understanding and inclusivity. Cet article traite des façons dont dix habitants multilingues de la ville de Halifax, Nouvelle-Écosse entendent la relation entre leur multilinguisme et leur identité. Les études récentes du multilinguisme soulignent les effets de la mondialisation et de la commoditisation de la langue sur les pratiques et sur l’identité des personnes multilingues. Avec la croissance et la complexification des flux des gens, des biens et des informations à travers les frontières nationales, le multilinguisme devient à la fois plus commun et plus valorisé. C’est dans ce contexte de l’accentuation de la valeur du multilinguisme, et peut-être aussi de l’acceptation accrue de certains types de multilinguisme en Amérique du Nord, que les participants réfléchissent à la signification de leur multilinguisme et par-lent de celle-ci. Pour les participants à cette recherche, le multilinguisme constitue la base d’une identité polyglotte axée sur la facilitation de la compréhension interculturelle et la formation d’un sentiment d’appartenance au monde entier. Tandis que certains d’entre eux croient que chaque langue apporte sa propre façon d’être dans le monde, tous pensent que les langues les relient avec d’autres cultures et d’autres manières de comprendre le monde autour d’eux. À partir de cette base, ils développent une identité axée sur la compréhension interculturelle et l’inclusivité.
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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 | 0.006 |
| 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 | 0.000 |
| 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 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".