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 goals—socially, politically and educationally.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 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".