Standard Language Hegemony in French Language Teaching in the United States
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
In the United States, the French of l’académie française and the culture of France (referred to as Standard French in this paper) has been valued by language educators to the near exclusion of North American French and culture. I construct a historiographical sketch by analyzing 1) primary sources written by French Canadians and their descendants in the United States, 2) secondary sources consisting of the historical accounts of French Canadian immigrants, linguistic descriptions of North American French, and historiography of language ideology in the United States, 3) artefacts produced by and for French language teachers in the United States including French textbooks and articles in the professional journals, 4) research investigating French Canadian influence in French language teaching, and 5) my experience in interacting with descendants of French Canadians in the United States. I illustrate how I used this range of resources to begin to construct a historiography that sheds light on the origin, resilience, and effects of standard language hegemony in French language teaching in the United States.
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 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it