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 of professors, colleagues, and a department that motivated me to improve my second language. After studying abroad in Chicoutimi, Quebec, my interests and professional goals in French strengthened. Consequently, I developed, as well, a foundational knowledge of Quebecois culture and French dialect. It was at this point that I realized and understood what the existence of French outside of France truly meant. It means there are t dialects and diverse qualities that exist, at the least, within the same continent as myself. My classes and my professors gave me with the skills to succeed in Chicoutimi through varied and relevant coursework. Similarly, my experiences in Quebec shaped me to be a more worldly and understanding student. I could not have succeeded in one without the other. For this reason, this project describes a mix of my two journeys described above. This thesis is an extension of four courses that I have taken during my undergraduate studies at Ball State. They include the following: French Island Culture (FL 299X), Introduction to French Literature (FR 360), Professional French (FR 338), and French Phonetics (FR 337). This extension of my studies aims to include a quebecois perspective inspired by my courses at University of Quebec in Chicoutimi (UQAC). Each proposal proposes a justification, an original lesson plan, and some sort of supplement created specifically for the lesson. Serving as a complement to my studies as a Linguistics major, this project benefits from my skills gained student teaching in an elementary school TESOL program, where I learned and applied the same process for lesson planning and lesson justifications. It also applies my skills learned studying second language acquisition. It should be noted that invented lessons incorporate my thesis objectives but are equally as inspired by the course objectives of the original Ball State classes.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.058 | 0.008 |
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".