Towards plurilingualism in Montreal French Schools: a critical discourse analysis of current governmental and school board policies
Bibliographic record
Abstract
Many studies demonstrate that plurilingual practices in an educational setting have positive advantages on the social and cognitive development of a child. Initiatives within Québec research fields demonstrate that paying attention to language awareness and plurilingualism can facilitate the learning of French. Nonetheless, it is rare for Montréal French public schools to encourage these approaches. The socio-historical evolution of the province demonstrates that after a continuous fight to get French recognized as the language of the public sphere, legislation was used as a tool to ensure the learning of French by newly arrived immigrants as well as to improve the quality of French language-use among all Quebecers. Today, the Charter of the French Language dictates measures that school boards must take to assure the vitality of the French language. These measures are articulated in language policies that are elaborated in each school board. This study seeks to identify and better understand the facilitators and barriers of plurilingualism. Through a Critical Discourse analysis of the discourse in governmental and the Commission Scolaire de Montréal policies, this study aims to better understand the gap between the equity and cultural valorization discourse in policy and the unilingual practice currently privileged in Québec schools. The research will be used to inform school educators about ways to support education for plurilingualism in current educational policy, encourage education stakeholders to engage in professional self-development about education for plurilingualism, and offer equitable recommendations.
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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 | 0.023 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.007 | 0.005 |
| Science and technology studies | 0.023 | 0.031 |
| Scholarly communication | 0.015 | 0.006 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.004 |
| 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".