French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties
Bibliographic record
Abstract
Abstract The diversity of Canada’s French as a second language (FSL) student population is increasing with the growing numbers of Allophones and students with learning difficulties. Educational communities in FSL, however, are struggling to meet the needs of such populations. This study considered the views of 15 teacher candidates as expressed in interviews at the conclusion of their teacher education program. Through the lens of sociocultural theory, we explore the everyday and scientific conceptions developed by the teacher candidates about the aforementioned student populations. Few candidates reported learning about both student populations in their teacher education program, but nearly all worked with at least one of these student populations during their practica, possibly raising questions about the relevancy and currency of the curricula of some FSL teacher education programs. Résumé Les programmes de français langue seconde (FLS) accueillent une population de plus en plus diversifiée à cause d’une croissance du nombre d’élèves allophones et d’élèves ayant des troubles d’apprentissage. Cependant, les communautés éducatives de FLS ont du mal à répondre efficacement aux besoins de ces élèves. Cette étude a examiné les résultats d’entretiens avec 15 candidats à l’enseignement à la fin de leur année de formation universitaire. En employant une perspective socioculturelle, nous avons considéré les conceptions quotidiennes et scientifiques que les candidats ont développées envers ces élèves pendant cette période. Peu d’étudiants ont indiqué avoir appris les besoins de ces élèves au cours de leur formation universitaire, mais presque tous les participants ont travaillé avec au moins un élève provenant de ces groupes dans un programme de FLS lors de leurs stages en salle de classe. Il se peut donc que ces résultats soulèvent des questions par rapport à la crédibilité et à la pertinence des programmes de préparation à l’enseignement.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.005 | 0.001 |
| 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".