The contribution of exterior schoolscapes to neighbourhoods: a linguistic landscape analysis during COVID-19 school closures
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
Within neighbourhoods, exterior signage of schools is part of the overall linguistic landscape. As community members pass by, these signs contribute to the languages they read. Additionally, signs serve functions in keeping with their visibility. Early in the COVID-19 pandemic in Canada (March – August 2020) school buildings were closed to students, yet exterior signage remained present for passersby. In this study, how the languages and functions of these schoolscapes contributed to the overall linguistic landscape during this time period was explored. We photographed 1452 signs from Bilingual Programme schools and their neighbourhoods. We analysed the languages and Halladayan functions of the signs to investigate how school signs contributed to the overall linguistic landscape. English-only signs were predominant, and most signs served as regulatory (rule-enforcing), including the small sample of signs that were specific to the COVID-19 pandemic. We argue that schoolscapes influenced the multilingualism of the neighbourhoods through their languages of instruction. Schoolscapes mainly functioned in regulating behaviour of passersby and communicating that their spaces were largely closed to them as outsiders. These findings confirm the important contribution of schoolscapes in the ecology of the linguistic landscape.
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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 | 0.024 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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