Teaching Spanish Language in the Knowledge Society: A Canadian Experience
Bibliographic record
Abstract
Poetic works are part of the Spanish curriculum either as cultural topics in textbooks for teaching the language or in literature classes where the work is discussed and analyzed. This paper presents the experiences of using poems by Hispano-Canadian writers living in Canada in the class SPAN 2123 Culture and Composition: Spanish America at St. Thomas University in Fredericton, New Brunswick. The population is mostly Anglophone and Francophone Canadians with some international students. The goal of the class is to practice Spanish in context, and to facilitate intercultural awareness, while practicing the four language skills - reading, writing, speaking and listening - by promoting discussion of issues relevant to students in the Canadian social context in the language they are learning. This approach nurtures a cosmopolitan identity characterized by tolerance to cultural differences and willingness to learn from others, both important skills for competing in a knowledge society. This paper has three parts: first, the introduction, where general considerations related to the course are given; second, the methodology with the objectives and structure of the course integrated into the theoretical foundations of language teaching along with the students' experiences and our findings; and third, the conclusions. Our findings provide valuable insights into the importance of engaging students in learning by fostering discussions using authentic materials, such as poems, in the language classroom. In addition to learning the language the participants bring their own opinions in the subject after studying the point of views of poets in the position of cultural intermediaries. This is possible because the poets have Spanish American origins and cultural backgrounds, and they are fully integrated into Canadian society. The connection of the language learners and Hispano-Canadian poets facilitates the interaction of the students with the community.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.037 | 0.007 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 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".