French As a Second Language Teachers’ Conceptualizations and Pedagogical Views of Intercultural Awareness, Intercultural Competence, and Global Citizenship
Bibliographic record
Abstract
This mixed-methods research investigated Grades 7, 8, and 9 Ontario Core and Immersion French as a second language (FSL) teachers’ conceptualizations of intercultural awareness (IA), intercultural competence (IC) and global citizenship (GC). Questions that guided the research were: ‘How does a purposeful sample of FSL teachers conceptualize GC?’, ‘How do they conceptualize and connect IA and IC to GC?’, and ‘How do these conceptualizations influence teachers’ curriculum interpretation and implementation?’. Both questionnaire and interview findings showed this group of FSL teachers focuses mainly on developing students’ communicative skills, while culture plays a secondary role in their teaching. FSL teachers born abroad unveiled a disposition to promote a deeper cultural knowledge among their students, compared to their Canadian born peers. Additionally, the study indicated that the classroom context influences how teachers perceive and teach culture. In more homogeneous settings, the focus tends to be on communication and sociolinguistic skills, with culture often taught through ‘fun’ activities. Core French and French immersion participants highlighted a lack of teaching materials that incorporate IA, IC, and GC competencies. They expressed a need for professional development opportunities to better understand the role of GC in FSL education. This study distinguished itself from other FSL research by offering two key suggestions. FSL teachers would benefit from learning about the deep connection between language and culture to enhance the breadth and depth of cultural instruction in language learning. Additionally, they would gain from understanding their role as cultural mediators (CM) who are aware of their own cultural biases, are open-minded and curious about other cultures, and aim to foster peaceful interactions among members of diverse cultures. Cultural mediation promotes deep cultural understanding, the development of IA and IC skills, and potentially fosters GC in FSL education.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 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 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".