Rethinking French‐as‐a‐second‐language education as a space for supporting Indigenous language work on xʷməθkʷəyəm (Musqueam) land
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
Abstract In Canada, growing awareness of multilingualism in language teacher education requires educators to rethink how we practice language education. Many are increasingly questioning how established English–French official language programming can be reconciled with the reviving and reclaiming of Indigenous languages, and how we might think across Indigenous and Western worldviews in ethical, relational, and responsible ways. One such example is the redesign of a course that familiarizes future elementary teachers with a multilingual, place‐based approach to teaching French that incorporates knowledge of local ancestral and immigrant languages. Classroom discussions made evident ideological tensions as students and instructors navigated conflicting priorities, often pitting the need to learn instructional strategies for teaching official languages against the urgency to support local First Nations languages. By engaging our respective settler (European) and Indigenous (Hawaiian) perspectives, we identify moments of critical reflection to better understand how differently conceptualized approaches to language learning and teaching can coexist across language education programs in Canada and beyond.
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 | 0.002 | 0.002 |
| 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 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it