Assessing forty years of language planning on the vitality of the Francophone and Anglophone communities of Quebec
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
Abstract This article analyses how language laws favouring French improved the vitality of the Francophone majority relative to the declining Anglophone minority of Quebec. Part one provides a review of Canadian Government efforts to provide federal bilingual services to Francophones and Anglophones across Canada. Using the ethnolinguistic vitality framework, part two reviews key language policies adopted in Quebec designed to increase the status of French relative to English in the province, while part 3 assesses the impact of such laws on the demographic vitality of Francophones and Anglophones. Part 4 analyse how such laws succeeded in reducing the institutional vitality of the Anglophone minority especially their English schools. Pro-French laws did succeed in having 95 % of the Quebec population maintain knowledge of French, keeping 82 % of all its citizens as users of French at home, ensured that 90 % of Francophone employees used French at work, increased to 70 % French/English bilingualism amongst Anglophones and reduced the size of their English school system by 60 %. Nationalist discourse highlights threats to French, given that Quebec Francophones remain a linguistic minority in North America. Can Francophones accept a ‘paradigm shift’ by reframing their position from a
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 | 0.000 |
| 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 | 0.001 |
| 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