Bibliographic record
Abstract
Reviewed by: Défi 3 by Pascal Biras, et al. Eileen M. Angelini Biras, Pascal, et al. Défi 3. Maison des Langues, 2019. ISBN 978-84-16943-59-3. Pp. 192 + audio CD. Aimed at adult learners at the Common European Framework level of B1, Défi 3 places culture at the forefront of its pedagogical approach, whereby the learner reacts and interacts from his/her experience and his/her identity. Comprised of nine units (Des racines et des ailes, Allez, raconte!, Langues vivantes, Bêtes de scène, Le monde 2.0, À consommer avec modération, Planète pas nette, On lâche rien!, Êtres différents), Défi 3 is filled with eye-appealing authentic materials. For example, in "De la scène à l'écran: trois comédies culte du cinéma français" of Unité 4: Bêtes de scène, one finds the movie posters for Le père Noël est une ordure, Le dîner de cons, and Le prénom. Each unit is broken down into two thematic dossiers: the first centers on writing skills and the second focuses on reading and listening strategies. The activities are well-designed and pertinent to current discussions of contemporary Francophone culture, such as the section in Unité 2: Allez, raconte!, "Les griots, des bibliothèques vivantes," that demonstrates how the griots occupy an important place in many countries of West Africa—as musicians, historians, and mediators, they are the guardians of the history and oral literature of their people. As a means of seamlessly introducing a reading strategy that facilitates understanding of the document and develops the autonomy of each learner while providing additional insight to the article is the inclusion of the "proverbe peul" (Fula), found alongside the photograph of the griot that accompanies the article: "Fade est le riz sans sauce, plat le récit sans mensonge, ennuyeux le monde sans griot" (40). Moreover, particularly relevant to today's #MeToo movement is the guide against sexism in schools—"Les stéréotypes sexistes à l'école: depuis quelques années, la question du sexisme à l'école et de ses conséquences sur les enfants interroge les professionnels de l'éducation" (128)—provided in Unité 9: Êtres différents. It is complemented by "Si j'avais été un mec, j'aurais pu faire ce sujet" (130) and a section on parity in African politics: "Politique, parité hommes femmes: des pays africains donnent l'exemple" (132). Noteworthy also is the fact that each unit contains a défi for each dossier. Thus, for Unité 2, the two défis that are based on a presentation on contes and the griot article are "Présenter une tradition de son pays et donner des conseils aux visiteurs" and "Imaginer la vie actuelle d'un personnage de conte." For Unité 9, the défis are "Jouer une interview d'une célébrité" and "Écrire un éditorial pour dénoncer une loi absurde." In addition to the included audio CD, readers have access to videos on . Thus, in Unité 3: Langues vivantes, the video "Les langues autochtones du Canada" is especially appealing. Finally, supporting the grammar lessons within each unit are word clouds and mind maps found at the end of each unit and the streamlined and practical "Précis de grammaire" and "Conjugaison" found at the book's end. [End Page 229] Eileen M. Angelini SUNY Empire State College Copyright © 2020 American Association of Teachers of French
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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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.127 | 0.125 |
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".