Student Engagement in an Ottawa French Immersion High School Program
Bibliographic record
Abstract
This article makes a contribution to the field of French immersion studies by examining the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the Canadian Charter of Rights and Free‐ doms. Findings indicate that students from both official language groups, who came from varying class backgrounds, similarly demonstrated the ability and willingness to follow the secondary French immersion program offered at the university level. Although students with Anglophone parents were found to benefit from cultural capital such as family sup‐ port and “voluntary minority” belief systems, students with a parent eligible for minority French language instruction benefited from French language capital acquired with family, in social contexts and sometimes in French school. At times, students also had overlapping and cross‐cutting realities depending whether they came from EFI or LFI programs. To conclude, this article suggests that French immersion programming and related policies should take into consideration the multifaceted engagement realities of secondary student populations from the two official language communities. Key words: French immersion studies, student engagement, official‐language communities, immigration Les résultats de la recherche démontrent que les étudiants issus des deux groupes linguistiques officielles et ayant diverses profils sociaux font état d’un intérêt similaire dans leurs habiletés et leurs désirs de poursuivre leurs études au sein du programme d’immersion française offert au niveau universitaire. Bien que les élèves ayant des parents anglophones semblent bénéficier du capital culturel (tel que le support de la famille, les systèmes de croyances associés aux «minorités volontaires»), ceux qui sont issus de familles dont l’un des parents est admissible à l’instruction dans la langue de la minorité française ont également pu bénéficier du capital associé à la langue fran‐ çaise par le biais de la famille, dans les contextes sociaux et parfois dans les écoles françaises. Les élèves provenant des programmes d’immersion tardifs et précoces peuvent parfois vivre des réalités transversales ou qui se chevauchent. En conclusion cet article suggère que la programmation de l’immersion française ainsi que les politi‐ ques y afférant doivent tenir compte des multiples facettes des réalités que vivent les élèves du secondaire issus des deux communautés de langue officielle. Mots‐clés : Études des programmes d’immersion, engagement des élèves, commu‐ nautés de langues officielles, immigration
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 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".