STUDYING THE UKRAINIAN LANGUAGE IN CANADA: FEATURES OF THE BILINGUAL PROGRAM IN MANITOBA PUBLIC SCHOOLS
Bibliographic record
Abstract
The article is devoted to the study of the peculiarities of the English-Ukrainian bilingual program available in public schools in the Canadian province of Manitoba. The relevance of the study is due to the need to highlight the issue of Ukrainian-language education abroad, as thousands of Ukrainian children are forced to live outside their country. The article gives a brief history of the first bilingual schools in Manitoba, which were established by pioneers from Ukrainian lands in the early twentieth century and had a significant impact on community life. Over more than a century, Ukrainian education in Canada has been influenced by socio-cultural conditions and educational policies of the federal and provincial governments. However, the Ukrainian community played an extremely important role, making great efforts to create the necessary conditions for children to learn their native language and culture. The article pays special attention to such terms as “bilingual education” and “heritage language” defining them and outlining the peculiarities of their functioning in the Canadian context. It has been established that in the second half of the twentieth century, the introduction of a multicultural policy played a decisive role in the socio-political life of Canada, which also affected public education. In particular, the choice of languages and new options for learning them have increased, and the level of teaching has improved due to the introduction of various bilingual programs. It has been established that the 1979 amendments to the Manitoba Public Schools Act allowed for the teaching of languages other than English and French. As a result of these changes and the considerable efforts of the Ukrainian community, the English-Ukrainian bilingual program was introduced in the same year, providing for instruction in two languages, each of which is given half the class time during the school day. The article describes the procedure to be followed in order to introduce a bilingual program in a school. In addition, the author reviews official documents such as curricula and recommendations for their practical application. The article also provides information on the current state of the English-Ukrainian bilingual program in the province of Manitoba.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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".