Interrogation of pedagogical practices of mother tongue bilteracy in French and English: a Francophone case study
Bibliographic record
Abstract
This 2004 ethnographic inquiry, set in the evolving Winfield-Wessex context of French colonization in Ontario, interrogated the informal and formal pedagogical practices of mother tongue biliteracy in "francais langue maternelle" and English as constructed through changing language policies, language ideologies, and inherited "f/Francophone" illiteracy. I focused my case study on examining the embodied interactions and effects of these practices on the study's participants within the two grade 9 languages/literacies classrooms and everyday school life at l'Envol, the French-language secondary school. I define mother tongue literacy development and related pedagogical practices as ideological concepts that contain underlying views of language, literacy, identity, and power relationships. To attend to participants' language/literacy interactions and practices, to understand them, explain their sources, how they work and their effects, I adopt an experiential framework based on my reflections and insights as a Franco-Ontarian researcher that is couched within an interpretive and critical approach to the ethnography of communication and d/Discourse analysis. My study took account of the perceptions and practices of differently positioned adolescent students, teachers, parents, members of the secondary school staff, and school board administrators all of whom reflected multiple individual, family, and community interests. By using selected excerpts from my interviews, my observations, and relevant documents that reveal a disjuncture between language ideology, pedagogy, and situated practice, I argue that the pedagogical practices of French mother tongue (in its restricted meaning and its "francais langue maternelle" school literacy incarnation) create constraints and tensions for the diverse participants in Room 101 and the educational community at l'Envol as a whole. These restrictive practices invalidate students' other mother tongue identities and act against incorporating student background experience and knowledge as scaffolds for their biliteracy development. I invoke the concept of third space to bring together the divisive ideological language views and pedagogical practices of the dominant "francais " space of mother tongue biliteracy and those of the English mother tongue space to build students' unified bi/multilingual repertoires as they evolve in the in-between spaces of a globalized world.
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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 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.017 | 0.010 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".