Le passage du milieu francophone minoritaire au milieu francophone majoritaire : étude d’une expérience d’enseignants en formation pour comprendre l’influence du milieu sur le développement professionnel
Bibliographic record
Abstract
Résumé Le programme de formation des maîtres en français langue première et seconde de l’Université de Regina en Saskatchewan exige un niveau linguistique avancé et astreint ses étudiants à passer leur deuxième année à l’Université Laval, au Québec. Au cours de leur première année, ces étudiants vivent parfois leur premier contact entre francophiles et Fransaskois et apprennent à collaborer dans la langue minoritaire. Leurs croyances, leurs perceptions individuelles et leurs relations d’amitié sont renégociées au cours de la deuxième année, loin de leur province d’origine et de leurs réseaux habituels de contact. Durant une année, ils vivent en milieu francophone majoritaire, développent de nouvelles stratégies et de nouvelles perspectives. Dans cette recherche qualitative exploratoire, des entrevues semi-dirigées ont permis d’explorer le changement de perceptions de sept participants après leur expérience en milieu francophone majoritaire. Dès leur retour, ils étaient plus motivés à utiliser le français, déploraient le manque de ressources et d’opportunités dans leur région et pensaient apporter une contribution à leur environnement. Les participants, francophones de l’immersion ou d’origine, ont affirmé à quel point le contact avec le français « partout » avait aidé leur développement linguistique. Les résultats concordent avec ceux obtenus par d’autres recherches en milieu francophone minoritaire. Abstract The teacher education program for teaching French as a first and second language at the University of Regina in Saskatchewan demands advanced language skills, and requires students to spend their second year at Laval University in Quebec. During their first year, these students may experience their first contacts between Francophiles and Fransaskois learning the French minority language. Their beliefs, individual perceptions, and friendships are renegotiated during the second year, away from their home province and usual networks. For an entire year, these students live in a French majority environment, developing new learning strategies and perspectives. In this exploratory qualitative research, semistructured interviews were used to explore how the perceptions of seven participants changed after experiencing a French majority context. Upon their return, they were more motivated to use French, deplored the lack of resources and opportunities in their region, and were ready to contribute to increasing the number of French experiences within their home environment. The Francophone and French immersion participants described how contact with French “everywhere” had helped their language development. The results align with other studies situated in Francophone minority communities.
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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 | 0.008 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.025 | 0.013 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 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".