Francophone high school students' perceptions towards the relationship between English and French in Québec
Bibliographic record
Abstract
This study, conducted in English as a second language (ESL) high school classes in Quebec, investigated Quebec high school students' perceptions about the relationship between French and English. The participants were 170 ESL students in grades 10 and 11. This study is a replication of Oakes (2010) whose focus was to describe university-level students' perceptions about the role of the English language in Quebec. Replicating his study with a younger population seemed opportune, because high school students may not have the same ideas and beliefs as university-level students. The present study consists of a mixed-methods approach. The quantitative component used Oakes's research instrument, a survey. The qualitative component consisted of open-ended questions, which were used in order to obtain a deeper understanding of participants' feelings. The results show that there are many positive beliefs about English amongst young Francophone learners. Although there is a high level of acceptance of the English language in Quebec, students also see the need to preserve their mother tongue in Quebec. Thus, English is perceived as only a second language which enables young Francophones of today's generation to excel in their long-term goalsâsocially, politically and educationally.
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| 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 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".