Critical Framing of Transversal Competences: Promoting Intercultural Responsibility through Cross-language and Cross-curricular Teacher Collaborations
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.
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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 | 0.022 | 0.019 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.013 | 0.030 |
| Scholarly communication | 0.013 | 0.011 |
| Open science | 0.002 | 0.020 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".