Langues et identités plurielles en contexte éducatif canadien francophone : comment une langue s’épanouit-elle au travers des mouvements de société ?
Bibliographic record
Abstract
Francophones form a distinctive minority context in Canada and, specifically, within Ontario. Preserving their linguistic vitality remains an important concern both on a daily basis and during periods of political tension. While the identity of francophones as a minority group was constructed in relation to anglo-dominant Canadian society, we are now observing increased interactions with several other languages. How can cultural and linguistic diversity be cultivated in a minority context? Is this counter to francophone vitality or can this diversity enhance the minority status of francophones? This article explores how the meaning conveyed to a language is actively transformed through social change. Through textual analysis of the sociology of francophone minority studies and policy documents from the Ontario Ministry of Education, we examine changes leading to the introduction of plurilingualism as a new social category. If it is accepted that certain forms of ambiguity in the policy documents raise contradictions in practice, we suggest that these disjunctures can usher in valuable opportunity for transformation, which may in turn produce an impetus for change in the Franco-Ontarian educational milieu.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.007 |
| Science and technology studies | 0.009 | 0.016 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| 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".