An introductory reader to the writings of Jim Cummins
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Section I The 1970s: (1973) a theoretical perspective on the relationship between bilingualism and thought (1976) the influence of bilingualism on cognitive growth (1978) programmes - the Irish experience linguistic interdependence and the educational development of bilingual children (1979, 1983) research findings from French programs across Canada. Section II The 1980s: (1980) the entry and exit fallacy in bilingual education (1982) tests, achievement, and bilingual students (1984) learning difficulties in immersion programmes (1986) empowering minority students - a framework for intervention (1986) psychological assessment of minority students (1988) from the inner city to the global village - the microcomputer as a catalyst for collaborative learning and cultural interchange (1988) from multicultural to anti-racist education (1988) the role of use of educational theory in formulating language policy. Section III The 1990s: (1992) heritage language teaching in Canadian schools (1992) empowerment through biliteracy (1996) multicultural education and technology - promise and pitfalls (1996) Babel babble - refraiming the discourse of diversity (1997) cultural and linguistic diversity in education - a mainstream issue? (1999) alternative paradigms in bilingual education research.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it