GUIDANCE SERVICES FOR BILINGUAL EDUCATION
Bibliographic record
Abstract
This paper outlines the development of a new bilingual programming (French immersion) for our schools. It documents the lack of development of adequate guidance service for these programs and presents a needs assessment for the devel-opment of guidance and counselling services. It provides a rationale why counsellors should address the following issues in bilingual education: (a) the need for guidance services in elementary schools, (b) the need for additional guidance services in secondary schools, (c) the need for training of fully qualified bilingual counsellors, and (d) the need for in-service training of all counsellors in French immersion schools. Cet article trace les grandes lignes de l'élaboration d'un nouveau programme de bilinguisme (immersion en langue française). En rapport avec ce programme, l'auteur présente de façon documentée le manque de développement d'un service d'orientation approprié et propose une évaluation des besoins en termes d'orienta-tion et de counselling. On trouve aussi un fondement au fait que les conseillers doivent s'interroger sur les aspects suivants de l'éducation bilingue: (a) le besoin de services d'orientation à l'école primaire, (b) le besoin de services d'orientation addi-tionnels à l'école secondaire, (c) le besoin de préparation de conseillers bilingues parfaitement qualifiés et (d) le besoin de formation à l'endroit de travail de tous les conseillers oeuvrant dans des écoles dotées de programmes d'immersion en langue française. Résumé Within the past decade, a new curriculum has been developed for the English speaking schools in the form of bilingual education. These programs commonly known as French immersion curricula have emerged from Canada's official language laws which seek to foster bilingual, French and English, speaking Canadians. The demand for this curriculum has been overwhelming. It has evolved from a single model program (early French immersion) to multi-phase programs that encompass over 500 schools with approximately 80,000
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.251 | 0.084 |
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".