Portrait des pratiques d’enseignants utilisant la littérature de jeunesse bi-/plurilingue dans les écoles élémentaires de langue française en Ontario
Bibliographic record
Abstract
A growing number of studies are interested in the various advantages connected to the use of bi-/multilingual children’s literature in class. However, there is still little research that concretely describes how teachers set up practices with the help of this medium. This article presents the results of a multi-case study whose objective is to describe the practices stated by teachers in the Franco-Ontarian context who use bi-/multilingual children’s literature. By means of a questionnaire on the use of this literature and a series of semi-directed interviews, we had access to various practices of three teachers working in elementary schools. More specifically, they described to us, via the bi-/multilingual books that they chose, their ways of implementing three key stages in reading: pre-reading, reading, and post-reading. The results of this research show, in particular, that teachers rely on practices already experienced during the reading of monolingual literature, but that they also create new ones to highlight the bi-/multilingual nature of the works they use.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.012 | 0.005 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".