COMMENT DES MEMBRES DU PERSONNEL ÉDUCATIF D’UNE ÉCOLE FRANCOPHONE MINORITAIRE SE REPRÉSENTENT-ILS LEUR RÔLE DE PASSEUR CULTUREL?
Bibliographic record
Abstract
La problématique du développement linguistique et culturel dans les écoles de langue française en milieu minoritaire mérite qu’on s’y attarde, d’autant plus que le personnel éducatif est appelé à agir non seulement sur la réussite éducative des élèves, mais aussi sur la transmission de la langue et de la culture d’expression française. C’est aussi son rôle de passeur culturel d’accompagner les élèves dans un processus de construction identitaire. Comment dix éducateurs d’une école secondaire francophone au Nouveau-Brunswick se représentent-ils ce rôle ? L’analyse informatisée avec le logiciel IRaMuTeQ des univers de discours contenus dans les entretiens recueillis lors d’une recherche-action révèle que la langue, la culture, les valeurs et actions, mais aussi les défis reliés à ce rôle constituent le noyau central des représentations de ce rôle. The issue of linguistic and cultural development in French-language schools in a minority setting needs to be investigated, especially since educational personnel are called upon, not only to ensure the student’s academic success, but also the transmission of French language and culture. It is therefore their role to guide the students in a process of cultural identity building. The data collected from this action research, involving ten educators from a French New Brunswick high school, was processed with IRaMuTeQ software. The themes that emerged from the analysis revealed that language and culture, values and actions, as well as challenges they encounter, are at the centre of their concerns as cultural transmitters.
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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 | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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; both teacher heads agree on what is shown here.
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".