Proposal of a program concentrating on Quebecois French
Bibliographic record
Abstract
My passion for French developed during my undergraduate studies at Ball State with the support \nof professors, colleagues, and a department that motivated me to improve my second language. \nAfter studying abroad in Chicoutimi, Quebec, my interests and professional goals in French \nstrengthened. Consequently, I developed, as well, a foundational knowledge of Quebecois \nculture and French dialect. It was at this point that I realized and understood what the existence \nof French outside of France truly meant. It means there are t dialects and diverse qualities that \nexist, at the least, within the same continent as myself. \nMy classes and my professors gave me with the skills to succeed in Chicoutimi through varied \nand relevant coursework. Similarly, my experiences in Quebec shaped me to be a more worldly \nand understanding student. I could not have succeeded in one without the other. \nFor this reason, this project describes a mix of my two journeys described above. This thesis is \nan extension of four courses that I have taken during my undergraduate studies at Ball State. \nThey include the following: French Island Culture (FL 299X), Introduction to French Literature \n(FR 360), Professional French (FR 338), and French Phonetics (FR 337). This extension of my \nstudies aims to include a quebecois perspective inspired by my courses at University of Quebec \nin Chicoutimi (UQAC). Each proposal proposes a justification, an original lesson plan, and some \nsort of supplement created specifically for the lesson. \nServing as a complement to my studies as a Linguistics major, this project benefits from my \nskills gained student teaching in an elementary school TESOL program, where I learned and \napplied the same process for lesson planning and lesson justifications. It also applies my skills \nlearned studying second language acquisition. It should be noted that invented lessons \nincorporate my thesis objectives but are equally as inspired by the course objectives of the \noriginal Ball State classes.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".