Making "Wiggle Room" in French as a Second Language/Francais Langue Seconde: Reconfiguring Identity, Language, and Policy.
Bibliographic record
Abstract
In this two ‐ year ethnographic study, I critically examined the problematic nature of the construct French as a Second Language (FSL), drawing specifically from the lived experiences of Canadian youth of Italian origin, participating in a teacher education course to prepare teachers of French. Using discourse analysis of interviews, observa ‐ tions, and focus groups, I found that participants’ social identities and linguistic prac ‐ tices were complex and varied. However, current FSL policies and practice do not reflect such diversity or multidimensionality. To conclude, I demonstrate the import ‐ ance of making some “wiggle room” regarding the construction of French as a Second Language (FSL) to reflect a more pluralistic society. Key words: identity construction, Italian Canadian youth, ideologies, official language policies, teacher education, Ontario education Dans cet article, base sur une etude ethnographique de deux ans, j’ai examine la nature problematique du construit « francais langue seconde (FLS) » en portant specifiquement sur les experiences vecues de jeunes Italo ‐ canadiens durant leur formation pour devenir enseignants de francais langue seconde dans le paysage multiculturel de Toronto. En fai ‐ sant une analyse de discours des entrevues audio et video semi ‐ dirigees, des reunions avec les groupes cibles, et des observations, j’ai decouvert que les identites sociales ainsi que les pratiques langagieres de ces jeunes etaient complexes et variees. La politique et les pra ‐ tiques actuelles du francais langue seconde, pourtant, ne refletent pas une telle diversite ou la multidimensionalite des realites sociales des jeunes. Pour conclure, je souligne l’importance de creer des « zones du confort » ou « Wiggle room » en ce qui concerne le construit « francais langue seconde » afin qu’il corresponde plus a la societe qui est mar ‐ quee par le pluralisme. Mots cles: Construction identitaire, francais langue seconde (FLS), jeunes italo ‐ canadiens, ideologies, politique officielle des langues, formation des maitres, education en Ontario
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".