La compétence interculturelle et la formation initiale : le point sur le CECR et l’IDI
Bibliographic record
Abstract
Ce projet pilote traite principalement de la compétence interculturelle des étudiants en formation initiale du français langue seconde. Douze étudiants ont répondu au questionnaire de l’IDI (inventaire de développement interculturel), un outil méthodologique qui mesure les orientations concernant la différence culturelle. Les profils interculturels, calculés d’après les résultats de l’IDI, servent de toile de fond pour proposer la mise en œuvre des interventions interculturelles selon les paramètres établis par les compétences générales du Cadre européen commun de référence pour les langues (CECR). Les travaux menés pourraient contribuer à l’élaboration des cours/ateliers en compétence interculturelle, à l’intégration des savoirs socioculturels et à la prise de conscience interculturelle identifiés dans les compétences générales du Cadre européen commun de référence pour les langues dans les cours de formation initiale. Resume This pilot study focuses on the intercultural competence of preservice French as a second language (FSL) teachers. The Intercultural Development Index (IDI), a statistically valid tool used to measure intercultural competence, was administered to twelve preservice candidates. These results serve as a basis to discuss the integration of intercultural competencies along the parameters established in the general competencies of the CEFR. This study has the potential to contribute to a growing area of research in the field of intercultural competence in preservice teacher education and explores how sociocultural saviors and intercultural awareness, identified by the Common European Framework of Reference for Languages, can be integrated into Teacher Education.
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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 | 0.014 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".