Parental and educator attitudes towards multilingualism for children with special educational needs and disabilities in Quebec
Bibliographic record
Abstract
This study examines the intersections of child language learning and disability. It took place in Quebec, Canada, and investigated attitudes regarding the importance of learning additional languages for children with special educational needs and disabilities (SEND) among children’s parents (n = 5) and teachers (n = 14). The study further looked at factors influencing these attitudes as well as the impact of these attitudes on parents’ language use at home and teachers’ practices in the classroom. Parents and teachers engaged in short online interviews ranging from 20 to 90 minutes. Through a process of transcription and thematic analysis (Braun & Clarke, 2006), participant data was inductively coded, recategorized, and formed into four themes related to participants’ beliefs and behaviors regarding language education for children with SEND. Upon further analysis of these themes, one overarching theme was found. As a whole, it was found that parents and teachers held positive attitudes towards multilingualism for children with SEND and displayed the hallmarks of these attitudes through flexible language use and multilingual approaches with these children. However, neither parents nor teachers prioritized language learning opportunities, which always came second to accessing special education services in school. Often, the more specialized the services were that the children accessed, the less time was allocated to additional language teaching. Furthermore, language education was largely relegated to being the responsibility of parents, rather than an institutional and educational right for Quebec children with SEND. This study’s findings clearly indicate that, without core institutional support to integrate language education and special education services, teachers and parents will prioritize special education services over language education. Key words: multilingualism, special educational needs and disabilities (SEND), special education, language attitudes
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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 | 0.006 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 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".