Bridging grammar and critical thinking through an equity lens: towards a sustainable French language and culture curriculum
Bibliographic record
Abstract
Given the general decline of university enrollments in language and culture programs in North America, it is now more crucial than ever to broaden the scope of language courses beyond linguistic mastery to meet the ever-changing needs of an increasingly diverse student body and world. Through the curricular redesign of two 200-level French grammar-based courses ( La Grammaire par les textes I and II) at the University of Calgary, we propose to reimagine language and grammar teaching as a means for developing students’ understanding of the world and ability to think critically in relation to contemporary equity, diversity, inclusion, and decolonization (EDID) issues. This is especially relevant since critical thinking has traditionally not been a focal point in language and culture classrooms, and remains an underdeveloped skill among students. By reconceptualizing language courses as content-based, we argue that promoting critical thinking, intercultural understanding, and interdisciplinary competence is necessary for the sustainability of postsecondary French language and culture programs.
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.
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 | 0.000 | 0.000 |
| 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 | 0.001 |
| 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 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".