Public policy, language practice and language policy beyond compulsory education: Higher education policy and student experience*
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
Using higher education as a context, this article explores public policy and policy analysis in relation to language policy studies and argues for greater consideration of language issues in public policy and policy analysis. Conversely, language policy studies must also expand to integrate elements of public policy analysis in order to reveal the complexities of language practices and policies in societies where linguistic heterogeneity is the norm. This article is divided in two parts, with the first part drawing on a literature review to explore language issues in public policy for higher education. Using data from various studies on Francophone students’ access to and postsecondary experiences in a minority context, the second part will examine higher education in Ontario, Canada, from a public policy and a language policy perspective.*The author wishes to thank the reviewers for their helpful comments, the participants of the 2010 Language Policy and Planning Invited Symposium for the dialogism of our first meeting, and Professor Emeritus Stacy Churchill for his mentorship, his stewardship to the field of LPP and his inspiring work.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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