A qualitative inquiry of bilingualism and immigration in Québec: the voices and perspectives of Brazilian children
Bibliographic record
Abstract
The role of children's voices and particularly their narratives of personal experience in the construction of identity has drawn increasing attention in human inquiry. Identity development in a new country can be difficult for immigrants. In addition to identity development, immigrants must adjust to new places, people, languages and cultures. In this study, I focus on understanding language and identity as social constructs through conversations with seven Brazilian children whose ages range from 7 to 14 years old. I also examine other factors (e.g., language use, identity, language ideologies) that they and their parents perceive have contributed to these Brazilian children's adaptation in Quebec society. I draw on Vygotsky‘s socio-cultural theory and identity theory to frame this inquiry and my conversations with the children. Three major themes emerged from the conversations: 1) first experiences at school, 2) language and/or culture, and 3) culture and identity. These children report positive experiences with teachers and support despite challenges in communicating in French and English.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.018 | 0.009 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| 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".