Abstract
This paper discusses the relationship between the evaluation of students' performances at school and schools' roles in controlling access to valued resources. It focuses on the role of language use in face‐to‐face encounters in processes of social selection, drawing on data from Franco‐Ontarian schools, where students' use of language has consequences for access to the school system (and hence to participation in a key institution of the Franco‐Ontarian community) and to specific kinds of programs, as well as to learning and to the formation of social relationships in and out of classrooms in the school setting.
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