The Role of Language in Processes of Internationalization in Two Diverse Contexts in Ontario: Considering Multiple Voices from within and outside/Le Rôle De la Langue Dans Les Processus D'internationalisation: Prendre En Considération Les Voix Multiples De L'intérieur et De L'extérieur De Deux Contextes éDucatifs En Ontario
Bibliographic record
Abstract
Abstract: This multi-authored paper considers the role of language and linguistic heterogeneity in relation to larger discourses and processes of internationalization and globalization in Canadian higher education by examining linguistic practices as well as students' perspectives in two particular educational contexts in Ontario: newly arrived adult students participating in Immigrant language training programs; and Franco-Ontarian students transitioning to post-secondary schools and gaining access to higher education. The authors argue for a multidimensional conceptual approach to theorizing internationalization; one that takes into account the significance of language from the global, transnational and local levels of the social world whereby linguistic heterogeneity is viewed as the norm. This approach allows for a broader and deeper engagement when considering what international education might mean, particularly for citizenship, integration, and linguistic minorities in Canada.Resume: Cet article ecrit par plusieurs auteurs examine le role du langage de la langue et de la diversite linguistique en relation avec les discours et les processus d'internationalisation et de globalisation dans le contexte de l'education universitaire canadienne. Cet article analyse plus precisement les pratiques linguistiques et les perspectives des etudiants dans deux contextes educatifs en Ontario : etudiants adultes recemment arrives qui apprennent l'anglais dans un programme pour immigres et etudiants franco- ontariens qui passent au niveau universitaire. Les auteurs plaident pour l'utilisation d'une approche conceptuelle multidimensionnelle dans les theories d'internationalisation, c'est-a dire une approche qui prendrait en compte l'importance de la langue au niveau global, transnational et local et qui verrait la diversite linguistique comme une norme (et non plus comme une exception). Cette approche multidimensionnelle permettrait d'analyser l'education internationale d'une facon bien plus large et precise, surtout en relation avec la citoyennete, l'integration et les minorites linguistiques au Canada.Key words: language, globalization, internationalization, linguistic minorization, newcomers to Canada, immigration, linguistic heterogeneity, ideologies of languageMots-clefs: langue, globalisation, internationalisation, minorisation linguistique, nouveaux arrivants au Canada, immigration, diversite linguistique, ideologies linguistiques.Introduction: The role of language and voices from within and outside by Julie Byrd ClarkEducational institutions and organizations are continually being influenced by global shifts and more recently by processes associated with internationalization. According to DeWit & Knight (1997), internationalization of higher education is a process or a means to integrate international, intercultural, and peace dimensions into the university, and yet, at the same time, internationalization is a response to globalization (a process that overlaps with but yet is distinct from globalization). At the university level, emanating from a top-down approach, internationalization has tended to discursively take shape as a neoliberal means of branding1 driven by competing global market forces in this new economy instead of attempting to integrate diverse, international perspectives and understandings in relation to teaching, learning, research, and service functions of universities (see Knight, 2011). To clarify, neoliberal discourse refers to the marketing or free enterprise dimension of internationalization, yet masks this dimension at the same time by trying to use propaganda which focuses on moral aspects of internationalizing in order to manipulate and gain control over symbolic and material resources. While many critical pedagogues and researchers in higher education are currently invested in finding new ways to theorize international education as relates to notions of cosmopolitanism well as the global research imagination (for example, Rizvi, 2009; Kenway & Fahey, 2009) with the aim to shed light on the complexity involved in these processes, the role of language in internationalizing and globalizing is often overlooked, assumed, or not considered at all. …
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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 | 0.003 |
| Science and technology studies | 0.025 | 0.016 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| 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".