Immigrant parent mobilization for equitable ELL policy in Alberta
Bibliographic record
Abstract
In the last few years, Alberta has seen an increase in its immigrant population, accounting for a vast majority of Canada's foreign-born population. The growing diversity has created an upsurge in foreign/Canadian-born ELL students which currently represents more than 25% of the student population in large, urban school boards such as Calgary. In this new demographic and cultural reality, effective ELL policies for educationally supportive services and programs are impertaive. This paper, based on a SSHRC funded qualitative research, explores how immigrant parents mobilize their knowledge and deploy different strategies to advocate for higher quality and more equitable ELL policies and pracices in Alberta. The focus on immigrant parents is important in light of the knowledge gaps in the literature of language policy research that puts little emphasis on parental agency. They are silenced and excluded from school decision-making processes whereas white, middle class parents are more strategic in intervening in their children's schools. The study thus brings new voices of ELL parents into the educational policy process. Results of this research will provide directions for ELL policies, programs and services, as well as new insights into the effectiveness of advocacy and capacity building of ELL parents.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.013 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".