Entrée dans l’écrit en contexte plurilingue et défavorisé : développer les capacités métaphonologiques et sensibiliser à la diversité linguistique
Bibliographic record
Abstract
Abstract: This article presents the results of research conducted in multilingual and underprivileged schools in Montreal. The goals of the first study were to observe the effects of participation in activities involving metaphonological capacities and the development of these capacities, as well as pre-reading abilities in French as a second language, among 107 students of immigrant origin in seven kindergarten classes (age five). A further analysis was conducted in order to determine whether there were differences in the results according to the type of intervention (with or without language awareness) and according to the type of class (regular or welcoming class). The second study involved the participation of a smaller number of students, specifically those attending the three welcoming classes in the school. In particular, it aimed to observe the effects of activities promoting language awareness on the students’ representations of the status of their first language (L1) in relation to that of the French language (L2) at their school and, in general, how they viewed linguistic diversity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| 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".