L’intégration linguistique et sociale des immigrants d’origine algérienne à Montréal
Bibliographic record
Abstract
My thesis deals with the integration of Algerian immigrants in Montreal in relation to their linguistic practices and attitudes. More concretely, it intends to raise the following main issue: Algerian immigrants are francophones, and Quebec builds its integration policy on the French language; however, these immigrants seem to be the least integrated in the province. This leads one to ask an important question: is mastering the host country’s language a sufficient condition for the integration of immigrants? \nI approach this issue under the angles of two disciplines which are Linguistic Anthropology and Immigration studies. Through a methodology based on a deep and continuous immersion, the aim of my study is to report on the mode and the degree of adaptation of Algerian immigrants to the Quebecois society. In this way, I plan to contribute in shedding light on the problematic of cultural diversity and coexistence of different communities. Moreover, my study is interesting because it deals with a theme that is not yet much researched as Algerian immigration to Quebec is quite recent. \nMy study shows that both the Quebec government and the Algerian immigrants are making efforts towards the integration of these migrants. Although the latter still face problems of unemployment, discrimination and cultural adaptation, their activities in different domains attest that they have come to Quebec with a will to stay. The success of their integration requires the overcoming of the prejudices that they and the host society have towards each other.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| 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".