Exploitation des Albums plurilingues ÉLODiL à l’éducation préscolaire : effets sur les représentations sur les langues d’enfants en milieu pluriethnique et plurilingue
Bibliographic record
Abstract
Nous exposons dans cet article les résultats de la mise à l’essai d’une application, les Albums plurilingues ÉLODiL, dans 10 classes de maternelle situées en milieu pluriethnique et plurilingue dans le Grand Montréal. Cette application présente 11 albums québécois écrits en français et enregistrés à l’audio par une conteuse professionnelle. Ces albums ont aussi été traduits à l’écrit dans 22 langues, puis sept d’entre eux ont été enregistrés dans 10 de ces langues. L’application a été développée dans le cadre d’une recherche-action (Armand, Gosselin-Lavoie, Turgeon, Audet, Borri-Anadon et Charette, 2017-2021) qui avait pour objectif de soutenir le développement langagier à l’oral et à l’écrit d’enfants fréquentant la maternelle 5 ans, dans des milieux pluriethniques et plurilingues, au moyen d’albums de littérature jeunesse plurilingue et dans une perspective de collaboration école-famille. Lors de la mise en place de cette recherche-action, les 10 enseignantes qui utilisaient l’application visaient, entre autres objectifs, l’ouverture à la diversité linguistique et la légitimation des langues du répertoire linguistique des enfants. Afin d’observer les effets de cette intervention sur les représentations sur les langues des enfants, nous avons demandé à ces derniers, lors d’une rencontre individuelle, de répondre à un court questionnaire avant et après l’intervention, puis nous avons comparé leurs résultats à ceux des enfants d’un groupe contrôle (recrutés dans 6 classes) dont les enseignantes avaient reçu les albums en version papier, en français uniquement (pas d’accès à l’application plurilingue). Les résultats permettent d’observer que les enfants des 10 classes du groupe expérimental ont, de façon significative, modifié positivement plusieurs de leurs représentations sur les langues. In this article, we present the results of an appraisal of an application, Les Albums pluriligues ÉLODiL (The ELODiL Multilingual Albums), in 10 preschool classes located in a multi-ethnic and multilingual environment in Greater Montreal. This application presents 11 albums written in French and audiorecorded by a professional storyteller. These albums were also translated into 22 languages, and seven of them were audiorecorded in 10 of these languages. The application was developed as part of a participatory action-research (Armand, Gosselin-Lavoie, Turgeon, Audet, Borri-Anadon and Charette, 2017-2021) which aimed to support language development, both oral and written, of 5-year-old preschoolers in multi-ethnic and multilingual environments, through the use of multilingual children's literature albums within a perspective of school-family collaboration. At the time of the implementation of this participatory action research, the 10 teachers who used the application aimed, among other activities, at the openness to linguistic diversity, the legitimization of the different languages in the linguistic repertoire of children (mother tongues and other known and used languages). In order to observe the effects of this intervention on children’ s representations on languages, we asked them, in a one-on-one meeting, to complete a short questionnaire before and after the intervention, and then we compared their results with those of children in a control group (recruited in 6 classes) whose teachers had received the same albums, but in French only (no access to the multilingual application). The results show that children in the 10 experimental classes have, in a significant way, positively modified their representations on languages.
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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 | 0.007 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 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 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".