Critical Framing of Transversal Competences: Promoting Intercultural Responsibility through Cross-language and Cross-curricular Teacher Collaborations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Transversal competences have gained importance in educational programs, particularly with the emphasis on plurilingual approaches in the Common European Framework of Reference. These competences include global citizenship, intercultural communication, and critical thinking. However, many educational statements define these competences narrowly, often reflecting a neoliberal agenda focused on market-oriented education. This paper repositions transversal competences within critical pedagogy and decolonial perspectives, centering language education on students’ critical global perspectives and intercultural reflexivity for civic engagement. Drawing on Guilherme’s concept of intercultural responsibility, I discuss a collaborative action research study with two Quebec elementary teachers (English and French) to show how their cross-language efforts promoted students’ transferable language skills, enhanced students’ cultural awareness, and fostered a reflexive disposition to work across differences and embrace collective responsibility in an increasingly interconnected world.
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.
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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 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 it