French-Language Education Policy at York University’s Glendon College for Anglophone French-Specialist Students
Bibliographic record
Abstract
A large percentage of students enrolled in French-language programs at Toronto’s Glendon College (York University, Canada) are Anglophones, mastering the French language in order to use it in their professional lives. In order for these students to attain high proficiency in all aspects of the language—reading comprehension, writing, and oral communication—they take French second-language courses—specialized courses for Anglophones. The purpose of this study is to research different policy levels at Glendon College geared to administrators, students, and faculty, in order to understand their opinions and attitudes towards French second language learning, as well as language policy at the College. Key members of staff were interviewed, and student opinions were collected through an online survey distributed on social media. The bilingual policies of other colleges and the recommendations of the Canadian federal government were also analyzed. The study reveals current issues in French second-language education and proposes potential solutions. In general, results show that Glendon College students experience a lack of consistency in the progression of French second-language courses, and that courses lack a focus on oral production. The study outlines possible solutions for these issues, and proposes creating an official language policy for Glendon College programs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".