Identity and language at a multiethnic elementary school : what can be learned in a fifteen-minute interview?
Bibliographic record
Abstract
This qualitative inquiry describes the linguistic perspectives of eighteen grade six students at Ecole Duncan, a multiethnic primary school (grades K-6) located in Park Extension, an inner-city neighbourhood of Montreal. Employing standard tools of ethnographic enquiry, such as interviews and participant observation, I examined the childrens' perception of the interplay of language and identity, and rooted the inquiry within the theoretical framework of social constructivist learning. The key element of the lived experiences of these children that surface in the data is that their perceptions and experiences are largely determined by a sense of belonging and opportunities to participate in the life of their communities. I conceptualize students' language learning as a social practice, and identity as being socially constructed, contradictory, and subject to change over time. Rampton's concepts of expertise, affiliation and inheritance are used in the theoretical framework. The major assumption of this study is that social factors influence children's identities, which has a reciprocal effect upon their language learning. This inquiry has implications for policy makers, educators and families.
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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 | 0.018 | 0.036 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.012 | 0.014 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".