The discourse on immigrant integration among teachers in two settlement programs: a comparative study
Bibliographic record
Abstract
This study compares the immigrant integration discourses of nine English as a Second Language (ESL) language settlement teachers in the Language Instruction for Newcomers (LINC) program in Toronto-area schools and nine French as a Second Language (FSL) language settlement teachers in the Programme d'integration linguistique pour immigrants (PILI) [Linguistic Integration Program for Immigrants] in Montreal-area schools. The teaching of English and French to immigrants can be understood to be part of the hegemonic projects of nation-building in Canada and Quebec, respectively. This study provides an historical overview of Canadian and Quebec immigration and integration policies and language settlement programs. This provides a context for how both the contemporary manifestations of the Canadian immigrant integration ideology of multiculturalism and the Quebec ideology of interculturalism are communicated through government policy documents and (re)transmitted in LINC and PILI program documents. Finally, this work seeks to understand how these two ideologies, or official discourses, are reproduced or resisted in the discourses of these eighteen participants, as well as how their lived experiences influence these teachers' discourses.
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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 | 0.007 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.038 | 0.019 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 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".