The impact of official bilingualism on the Allophones' Linguistic Rights in Canada: A human rights-based approach to the right to education in mother tongue
Bibliographic record
Abstract
This thesis considers the right to education in mother tongue for Allophones in Canada from an international human rights law perspective. It seeks to determine whether the provincial governments' approach to language education rights for Allophones would amount to discrimination under international law. In order to address this question, language rights, the right to education in mother tongue and discrimination on the grounds of language are explored in international law. Then, the system of official bilingualism in Canada as the model to protect linguistic minority language rights and also language education rights in this country are discussed. With consideration to the significant role of mother tongue education in the survival of linguistic minorities and maintaining cultural diversity, Canada's approach to language education rights for Allophones is analyzed within the international law's discrimination framework. This thesis concludes that the principles of equality and non-discrimination require the states to establish publicly-funded schools that provide instruction in mother tongue for linguistic minorities where there are adequate numbers. In the conclusion, recommendations based on practical realities that can be adopted by the states are made to address this issue.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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 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".