Conversations autour du plurilinguisme. Théorisation du pluriel et pouvoir des langues
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Tandis qu’on note depuis quelques années une floraison de concepts cherchant à mieux théoriser la complexité et le pluriel en didactique des langues, ces nouveaux termes ne servent-ils qu’à dépoussiérer ou remettre à la mode des notions antérieures ? Entrent-ils en conflit ou en résonance ? Et comment ?Cette contribution vise à poser quelques repères au sein d’un parcours situé, subjectif, à travers quelques jalons qui marquent la théorisation de la compétence plurilingue et pluri-/interculturelle (CPP) en Europe, notamment francophone. On discutera comment ces conceptualisations du plurilinguisme entrent en écho avec un autre concept du champ aujourd’hui largement circulant, celui de translanguaging. La contribution invite à resituer quelques espaces-temps du dialogue académique et invoque le pouvoir des langues dans la complexification conceptuelle. Mots-clés : plurilinguisme, compétence plurilingue et pluriculturelle, translanguaging, didactique du plurilinguisme
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.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.014 | 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 it