Bilingual education & bilingualism
Notice bibliographique
Résumé
06–782Baumgardner, Robert J. (Texas A&M U, USA; Robert_Baumgardner@tamu-commerce.edu ), The appeal of English in Mexican commerce. World Englishes (Blackwell) 25.2 (2006), 251–266. 06–783Bunta, Ferenc (Temple U, USA), Ingrid Davidovich & David Ingram, The relationship between the phonological complexity of a bilingual child's words and those of the target languages. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 71–88. 06–784Christiansen, Pia Vanting (Roskilde U, Denmark), Language policy in the European Union: European/English/Elite/Equal/Esperanto Union?Language Problems & Language Planning (John Benjamins) 30.1 (2006), 21–44. 06–785Cook, Vivian, Benedetta Bassetti, Chise Kasai, Miho Sasaki & Jun Arata Takahashi, Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 137–152. 06–786Costa, Albert (U Barcelona, Spain; acosta@ub.edu ), Wido La Heij & Eduardo Navarrette, The dynamics of bilingual lexical access. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 137–151. 06–787Dagenais, Diane, Elaine Day & Kelleen Toohey (Simon Fraser U, Canada), A multilingual child's literacy practices and contrasting identities in the figured worlds of French immersion classrooms. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 205–218. 06–788Dailey-O'Cain, Jennifer & Grit Liebscher, Language learners' use of discourse markers as evidence for a mixed code. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 89–109. 06–789De Groot, Annette M. B. (U Amsterdam, The Netherlands; a.m.b.degroot@uva.nl ) & Ingrid K. Christoffels, Language control in bilinguals: Monolingual tasks and simultaneous interpreting. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 189–201. 06–790Finkbeiner, Matthew (Harvard U, USA; msf@wjh.harvard.edu ), Tamar H. Gollan & Alfonso Caramazza, Lexical access in bilingual speakers: What's the (hard) problem?Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 153–166. 06–791Francis, Norbert (Northern Arizona U, USA), Democratic language policy for multilingual educational systems: An interdisciplinary approach. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 211–230. 06–792Glaser, Evelyne (Johannes Kepler U, Austria), Plurilingualism in Europe: More than a means for communication. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 195–208. 06–793Hélot, Christine (U Marc Bloch, France) & Andrea young, Notion of diversity in language education: Policy and practice at primary level in France. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 242–257. 06–794Hernandez, Arturo E. (U Houston, USA; aehernandez@uh.edu ) & Gayane Meschyan, Executive function is necessary to enhance lexical processing in a less proficient L2: Evidence from fMRI during picture naming. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 177–188. 06–795Herrero, Elba Alicia (New Jersey City U, USA), Using Dominican oral literature and discourse to support literacy learning among low-achieving students from the Dominican Republic. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 219–238. 06–796Kroll, Judith F. (Pennsylvania State U, USA; jfk7@psu.edu ), Susan C. Bobb & Zofia Wodniecka, Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 119–135. 06–797Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk ), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252. 06–798Low, Winnie W. M. (Pentecostal Lam Hon Kwong School of Hong Kong, China) & Dan Lu, Persistent use of mixed code: An exploration of its functions in Hong Kong schools. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 181–204. 06–799Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk ), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237. 06–800Maloof, Valerie Miller (Gwinnett County Public Schools, USA), Donald L. Rubin & Ann Neville Miller, Cultural competence and identity in cross-cultural adaptation: The role of a Vietnamese heritage language school. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 255–273. 06–801Matiki, Alfred J. (U Botswana, Gaborone, Botswana), Literacy, ethnolinguistic diversity and transitional bilingual education in Malawi. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 239–254. 06–802Mills, Jean, Talking about silence: Gender and the construction of multilingual identities. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 1–16. 06–803Montrul, Silvina, On the bilingual competence of Spanish heritage speakers: Syntax, lexical-semantics and processing. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 37–69. 06–804Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125. 06–805Müller-Saini, Gotelind (U Heidelberg, Germany) & Gregor Benton, Esperanto and Chinese anarchism 1907–1920: The translation from diaspora to homeland. Language Problems & Language Planning (John Benjamins) 30.1 (2006), 45–73. 06–806Myers-Scotton, Carol (U South Carolina, USA; carolms@gwm.sc.edu ), Natural codeswitching knocks on the laboratory door. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 203–212. 06–807Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au ), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223. 06–808Park, Hyeon-Sook, Structural characteristics of proper nouns in Korean–Swedish discourse. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 17–36. 06–809Queen, Robin
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,002 |
| Communication savante | 0,002 | 0,003 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,076 | 0,014 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».