The Experience of Non-Francophone Parents in a French Minority-Language School
Bibliographic record
Abstract
Abstract Parent involvement is an important indicator for student achievement and is especially important in minority language education. Across Canada a steadily increasing number of students in French minority-language schools come from Anglo-dominant families or other non-Francophone families, where little or no French is spoken. This highlights the importance of understanding the involvement of non-Francophone parents whose children attend French minority-language schools. This paper conveys the experiences, beliefs, and involvement of non-Francophone parents who have chosen a French minority-language school for their children in Atlantic Canada. French school administrators and teachers were also consulted. We relied on a mixed methods approach to improve understanding of this situation. The parents reported satisfaction with their choice of a French minority-language school but also shared challenges they faced to being educationally involved with their children at home, at school, and in the community. Résumé L’engagement des parents est un indicateur important pour la réussite des élèves et il l’est encore plus en situation de langue minoritaire. Pourtant, au Canada, un nombre croissant d’enfants dans les écoles françaises vient de familles anglodominantes et il y a un grand nombre de parents qui parle peu ou pas le français. Il est vital de comprendre l’engagement des parents non francophones dans la situation des écoles de langue française minoritaire. Nous avons examiné les expériences, les croyances et l’engagement des parents non francophones qui ont choisi une école française au Canada atlantique pour leurs enfants. Des enseignants et des directions d’écoles ont aussi été consultés. Nous avons utilisé les méthodes mixtes afin de comprendre les complexités de l’expérience sociale multidimensionnelle. Les parents étaient satisfaits de leur choix d’école, malgré les difficultés qu’ils éprouvaient à s’impliquer à la maison, à l’école et dans la communauté.
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".