Les réalités multilingues dans l'enseignement du français au Canada : une conversation compliquée
Bibliographic record
Abstract
Journal of Linguistics and Language Teaching (JLLT) Résumé (Français) Traditionnellement, une exploration d’autres réalités évoque la traversée de frontières géographiques et politiques afin d'éprouver l'immersion dans une langue ou culture autre que la sienne. Cet article remet en question cette notion de « frontière » et examine ce que signifie impliquer les futurs enseignants dans des réalités multilingues et interculturelles si évidentes dans nos écoles. La discussion de deux projets de recherche menés dans l'ouest du Canada démontrera que, de nos jours, la vie quotidienne est en fait une expérience multilingue et interculturelle à laquelle nous devons faire face en tant qu'éducateurs dans nos salles de classe. La première étude examine la construction identitaire des étudiants-maîtres en français langue seconde, en particulier la manière dont cette construction s'effectue dans un processus de racialisation ou d'altérisation. Le deuxième projet vise à mieux comprendre comment soutenir les efforts de revitalisation des langues autochtones dans les programmes de français langue seconde au Canada. Dans les deux cas, la notion de frontière est reconceptualisée en tant que positionnement relationnel. Abstract (English) Exploring other realities is generally considered to involve crossing geopolitical borders in order to immerse oneself in a language or culture other than one's own. This article challenges this notion of 'borders' by examining what it means for future language teachers to engage with the multilingual and intercultural realities of today's schools. Two research projects conducted in Western Canada demonstrate that everyday life is, in fact, a multilingual and intercultural experience that educators must address in the classroom. The first study examines how French language teacher candidates engage with their own multilingual identities in relation to raciolinguistic ideologies and processes of racialisation. The second project aims to improve our understanding of how to support the revival of local First Nations languages in French as a second language programmes in Canada. In both cases, the notion of boundary is reconceptualised as relational positioning.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.030 | 0.020 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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".