Dual-language Books: Addressing Linguistic and Cultural Diversity in French Immersion Classrooms
Bibliographic record
Abstract
Canada are now bringing with them home languages other than French or English. This diversity requires extensive modifications in the classroom to attend to the needs of children with linguistic roots from around the world. Typically the focus and delivery of early elementary F.I. teaching is on French alone. However, a growing body of literature suggests that qualified inclusion of the child’s first language is also advantageous. The main objective of the research was to study one method of employing dual-language books written in both French and a variety of mother tongue languages spoken by the parents of children in a selected Kindergarten F.I. classroom. The results of the study demonstrated that there was no negative effect of using dual-language books in the classroom. On the contrary, there was strong support of dual language book use by the classroom teacher and the volunteers who participated in the study. The most significant finding was that dual language books offer a meaningful volunteer experience in F.I. classrooms. As well, this study supports past research, which demonstrated that dual-language books allow students to share their linguistic knowledge and cultural roots with their teacher and peers.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".