A Short Story from Canada in the German EFL-Classroom — “Borders” or a Sense of Belonging in a Multicultural Society
Bibliographic record
Abstract
Depuis quelques années, l’apprentissage interculturel joue un rôle central dans l’enseignement de l’anglais langue étrangère. Au lieu de divulguer uniquement des informations factuelles relatives à un pays étranger, l’apprentissage interculturel vise à comprendre une culture, un monde qui diffère du sien. Une façon d’appréhender une culture étrangère peut se faire en lisant sa littérature car les textes littéraires n’offrent pas seulement un sentiment d’empathie envers les personnages ou une impression de vivre leur quotidien par procuration, ils suscitent des questions et des réponses de la part des étudiants. La littérature canadienne se prête bien à l’apprentissage interculturel car les grandes interrogations portant sur le contexte socio-culturel canadien servent de modèles aux étudiants. La nouvelle Borders de Thomas King en est un exemple. Elle relate le vécu d’une famille nouvellement établie, piégée dans un terrain vague situé aux confins du Canada et des Etats-Unis, une famille désireuse de préserver son identité « pied noire » (Blackfoot).
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.052 | 0.016 |
| Scholarly communication | 0.013 | 0.004 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.012 | 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".