Disrupting intersectional inequalities for English language learners in Canadian schools
Bibliographic record
Abstract
Despite Canada’s longstanding commitment to multiculturalism and diversity, systemic inequalities continue to shape the educational experiences of English Language Learners (ELLs), particularly at the intersection of language, race, religion, and gender. This special issue of the International Multilingual Research Journal critically interrogates how these intersecting identities contribute to structural barriers that impede ELLs’ academic success and social integration. Bringing together interdisciplinary scholarship, the issue examines the sociopolitical and institutional forces that sustain these inequities while also highlighting the agency and resilience of marginalized learners. Through an exploration of anti-racist literacy education, multilingual and multimodal pedagogies, and inclusive policy interventions, this collection underscores the urgent need for transformative educational reforms. By amplifying the voices of ELLs and advocating for collaborative action among educators, policymakers, and communities, this special issue serves as both a critical reflection on entrenched disparities and a call to action for more equitable and socially just learning environments.
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.
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 | 0.007 | 0.043 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".