Curriculum Innovation and Teaching Methodology in French as a Foreign Language (FFL) Instruction
Bibliographic record
Abstract
This paper aims at introducing a multimodal and plurilingual pedagogic framework that can be promising and beneficial in French as a Foreign Language (FFL) instruction. Through the incorporation of an Action-oriented Approach (AoA), this framework encompasses multimodal meaning-making, inclusion of plurilingual repertoire and emphasis on learners' agency. Benefits in promoting students' overall language and cultural literacy, and especially, the ability of cross-cultural mediation and meaning-making will be discussed, as well as the significance of multimodal resources that will be included. The second part of the paper consists of a course redesign with the integration of this framework, further exploring the possible intervention methods and pedagogical tasks in the FFL scenario. The course is situated in an university of International Studies in Shanghai, China, and is ideal for implementing this plurilingual and multimodal framework. General descriptions along with specific example concerning curriculum design, instruction methods and classroom activities will be discussed, as a case study to demonstrate its potential value for pedagogic implementation and further research.
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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 | 0.007 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".