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.
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.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".