Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (<i>Filière Bilingue</i>) in a highly multicultural context
Bibliographic record
Abstract
The Filière Bilingue (FiBi) is a Swiss public two-way immersion program integrating French-speaking, German-speaking and allophone learners (having neither French nor German as an L1) in each class. Located in the bilingual city of Biel/ Bienne, the diglossic situation represented by the use of Swiss German and standard German results in francophone students learning both the dialect and the standard language up to a certain degree. In school, standard German is gradually introduced and exclusively used to teaching from Grade 1 on. Our longitudinal study reports findings from statistical analyses of FiBi learners’ oral proficiency development in French and German (n = 138) and their monolingually taught peers (n = 94) by means of 1173 interviews during their first four years (K-4). Findings show that FiBi learners’ performance in their registration language is significantly higher than in control classes during Kindergarten. Allophone learners’ performance of both groups impressively increases but FiBi allophone learners’ performance appears to be significantly higher compared to their monolingually taught peers. Regarding the partner language, performance in French of K-4 German-speaking FiBi learners impressively improves. Probably due to the diglossia, performance in German of French-speaking FiBi learners also significantly increases although less impressively. To conclude specific pedagogical implications are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".