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Using student registration forms from 44 Ontario district school boards, it analyzes language background questions by number, type, and combination patterns, finding awareness of diversity but limited tools to capture full linguistic complexity and recommending standardization across districts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are used to study language background profiling in Ontario schools?",{"text":72,"@type":64},"The study analyzes student registration forms from 44 Ontario district school boards, focusing on the number, type, and combination patterns of language background questions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595607,1792170941,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nLanguage Background Profiling at Ontario Public Schools  \nNikolay Slavkov  \nUniversity of Ottawa  \nAbstract  \nThis article examines some of the challenges that the notion of a (monolingual) nativespeaker faces in a global context of increasing awareness that bilingualism and multilingualism are the norm rather than the exception. It also discusses the distinction between two child language acquisition environments, bilingual first language acquisition and early second language acquisition, which can lead to bilingual or multilingual outcomes early on in life. This serves as a backdrop for a study of language profiling practices in public schools across the province of Ontario. Student registration forms from 44 district school boards were analysed with regard to the number, type and combination patterns of language background questions. The findings indicate that school boards are aware of the potentially diverse linguistic backgrounds of incoming students, but may not be conceptually or methodologically equipped to recognize the full spectrum of linguistic complexity involved. Some degree of standardization of language background profiling across different districts is recommended as a measure that may benefit the province.  \nRésumé  \nCet article examine certains défis auxquels la notion d’un locuteur natif (monolingue) fait face dans un contexte mondial où il existe une reconnaissance croissante que le bilinguismeet le multilinguisme représentent la norme plutôt que l’exception. L’article aborde également la distinction entre deux contextes d’acquisition de la langue chez les enfants, ceux-ci étant l'acquisition bilingue de la langue première et l’acquisition précoce de la langue seconde, qui peuvent mener à des résultats bilingues ou multilingues tôt dans la vie. Ceci sert de toile de fond pour une étude des pratiques de profilage linguistique dans des écoles publiques à travers la province de l’Ontario. Des formulaires d’inscription d’élèves provenant de 44 conseils scolaires ont été analysés en termes du nombre, du type et des modèles de combinaisons des questions par rapport à leur profil linguistique. Les résultatsindiquent que les conseils scolaires sont conscients des profils linguistiques potentiellement divers d’élèves entrants. Cependant, les conseils ne sont pas nécessairement munis d’un cadre conceptuel ou méthodologique qui leur permettrait de reconnaître toute la gamme dela complexité linguistique impliquée. Un certain degré de standardisation de profilage linguistique à travers les régions différentes est recommandé en tant qu’une mesure dont pourrait bénéficier la province.  \nThe Canadian Journal of Applied Linguistics: 19, 1 (2016): 22-45  \nCJAL * RCLA Slavkov 23  \nIn Search of the Right Questions:  \nLanguage Background Profiling at Ontario Public Schools  \nIntroduction  \nOver the past few decades there has been an increasing awareness that bilingualism and multilingualism are common around the world and should thus be viewed as the norm rather than the exception (e.g., Baker, 2011; Crystal, 1987, 2003; Dewaele, Housen, & Wei, 2003; Romaine, 1995). Researchers have typically estimated that more than half of the world’s population is at least bilingual (Auer & Wei, 2007) .1 In addition, various authors have provided specific examples of countries or regions in the world where people regularly engage in personal, social and institutional interactions in multiple languages (e.g., Ansaldo, 2010; LaDousa, 2010). Along with an increased awareness that bilingualism and multilingualism need not be viewed as marked or exotic phenomena, it has also been proposed that the very concept of monolingualism reflects a somewhat unnatural or normative worldview imposed by occidental societies, which tend to place a strong emphasis on the notion of a native speaker and the related terms native language, mother tongue or first language (Love & Ansaldo, 2010) .2 These concepts, however, are cu","cbCaiapSOF3J4lVN","https://ap.wps.com/l/cbCaiapSOF3J4lVN","pdf",521947,24,"English","# Abstract\n# Introduction\n## Bilingualism and multilingualism as the norm\n## Rethinking monolingualism and native-speaker concepts\n## Relation to Ontario public education system","[{\"question\":\"What problem does the article address about the native-speaker concept?\",\"answer\":\"It examines how the idea of a (monolingual) native speaker becomes difficult to sustain in a world where bilingualism and multilingualism are widely recognized as the norm.\"},{\"question\":\"How does the article distinguish between two language acquisition environments?\",\"answer\":\"It contrasts bilingual first-language acquisition with early second-language acquisition, noting that both can lead to bilingual or multilingual outcomes early in life.\"},{\"question\":\"What data and method are used to study language background profiling in Ontario schools?\",\"answer\":\"The study analyzes student registration forms from 44 Ontario district school boards, focusing on the number, type, and combination patterns of language background questions.\"}]","In Search of the Right Questions - Language Background Profiling at Ontario Public Schools - Study | PDF",1792081469]