Teacher Confidence in Meeting Students’ Needs in French as a Second Language Classes
Bibliographic record
Abstract
In past practice in Ontario, Canada, students with learning difficulties have been afforded sporadic access to French as a second language (FSL) learning opportunities, contributing to limited exposure and preparation of teachers to meet the needs of these students. A change in policies now requires the inclusion of all students. In order to support students with learning difficulties in meeting with success, FSL teachers have repeatedly made it clear that they would appreciate professional development opportunities. This study used a collaborative-inquiry process to offer FSL teachers four professional development sessions on the topic of meeting the varied needs of students. Pre and post questionnaires and post interviews showed that the teachers gained confidence in their use of strategies to support students’ French comprehension and production. Participating FSL teachers highlighted the importance of not only the knowledge gained but also the opportunity for collaboration. In addition to gaining knowledge of and confidence in meeting the needs of students with learning difficulties, the FSL teachers were assured enough to question decisions on excluding such learners from second-language learning opportunities.
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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 | 0.006 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".