Le discours du personnel enseignant sur leur travail en milieu scolaire francophone minoritaire
Bibliographic record
Abstract
Cet article s’interesse a la facon dont le personnel enseignant qui œuvre en milieu franco ‐ phone minoritaire concoit son role aupres des eleves, en ce qui concerne plus specifique ‐ ment la reproduction de la langue francaise et de la culture. Une attention particuliere est portee a la situation qui prevaut en Ontario, ou une politique d’amenagement linguistique est presentement mise en œuvre dans les ecoles de langue francaise. J’y examine, par le biais d’une analyse sociologique, le role d’agent de reproduction linguistique et culturelle tenu par l’ecole, a travers le personnel enseignant. Pour illustrer mes propos, je presente les resultats d’une etude ethnographique de trois ans qui avait pour objectif de mieux com ‐ prendre la facon dont le personnel enseignant concoit son travail aupres d’eleves qui evolu ‐ ent en milieu francophone minoritaire. Mots ‐ cles : rapport a l’identite, culture, langue, amenagement linguistique This article deals with the way teachers working in a minority Francophone environment see their role with students, particularly with regard to passing on French language and culture. Special attention is given to the Ontario situation, where a policy regarding linguis ‐ tic development and identity construction is currently being implemented in French ‐ language schools. Using an ethnographic sociological analysis, I examine the role of the school, via its teachers, as an agent of linguistic and cultural reproduction. To illustrate my analysis, I present the results of a three ‐ year study designed to better understand how teachers see their work with students growing up in a minority Francophone environment. Key words: relationship to identity, culture, language, linguistic development, language planning
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.002 |
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".