CANTONESE CHINESE INTERNATIONAL LANGUAGE PROGRAMS: AN OPPORTUNITY OR A LOST CAUSE TO THE PROMOTION OF CHINESE LANGUAGE MAINTENANCE?
Bibliographic record
Abstract
This study examines first language (LI) maintenance in a second language (L2) environment from the viewpoint of its importance, implications,'and challenges, specifically in the context of Ontario’s International Language (IL) Programs. An ethnographic case study was conducted in two IL elementary classrooms to investigate the role IL programs play in language maintenance. Program administrators, teachers, students, and parents participated through semi-structured interviews, classroom i observations, and in-class questionnaires. This study reviewed current curriculum and educational policies and suggested amendments for more relevant IL teaching and - learning policies. It also examined stakeholders’ perceptions and attitudes towards the Cantonese Chinese language, the IL program, and how these factors contribute to language maintenance. The results suggest that IL Programs do contribute to the overall Cantonese Chinese language maintenance in second-generation Chinese Canadians. They show that both stakeholders’ attitudes towards the language and the quality of the learning material can impact the language learning and maintenance environment.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".