Teaching Core French Through the Arts: Constructing Communicative Competence
Bibliographic record
Abstract
This study is concerned with Grade nine Applied level students ’ attitudes toward learning French. The following paper provides an in-depth case study of one group of 18 students from a Core French class in a Southwestern Ontario inner city high school. Specifically students ’ attitudes toward learning French through the Arts were examined. Guided by the tenets of constructivism and Arts-based research, with the collaboration of the classroom teacher, French/Arts lesson plans were prepared through which students ’ motivation, attitudes, and enthusiasm to speak French whilst in the process of creating art could be examined. Students ’ comments of learning French through Art were compared with their stories of past experiences within the Core French program. Grounded theory and an emerging theme design using qualitative methods of data collection and analysis were used. Observational data, questionnaires, and focus group interviews were conducted in order to triangulate the data collection for analysis. Findings show that students ’ attitudes toward learning French via Arts-based activities were more positive and their enjoyment, motivation to learn, and spoken French increased. Core French in Canada: Toward an intensive model Students ’ attitudes toward the study of French in Canada are increasingly negative (Kissau, 2005; Netten, Riggs, & Hewlett, 1999). When asked how they and their peers viewed Core French courses in high school, the majority (52%) reported they had not had a good experience
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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 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 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".