Bibliographic record
Abstract
Part I: Introduction L. Hinton, Language Revitalization: An Overview. A. Ash, J. Little Doe Fermino, and K. Hale, Diversity in Local Language Maintenance and Restoration: A Reason For Optimism. Part II: Language Policy L. Hinton, Federal Language Policy and Indigenous Languages in the United States. R.D. Arnold, ...To Help Assure the Survival and Continuing Vitality of Native American Part III: Language Planning L. Hinton, Language Planning. L. Hinton, Introduction to the Pueblo Languages. C.P. Sims, Native Language Planning: A Pilot Process in the Acoma Pueblo Community. R. Pecos and R. Blum-Martinez, The Key to Cultural Survival: Language Planning and Revitalization in the Pueblo de Cochiti. K. Hale, The Navajo Language: I. P.R. Platero, Navajo Head Start Language Study. Part IV: Maintenance And Revitalization of National Indigenous Languages L. Hinton, Introduction to Revitalization Of National Indigenous Languages. L. Hinton, Introduction to the Welsh Language. G. Morgan, Welsh: A European Case of Language Maintenance. K. Hale, Introduction to the Maori Language. J. King, Te Kohanga Reo: Maori Language Revitalization. L. Hinton, Introduction to the Hawaiian Language. S.L. No'eau Warner, The Movement to Revitalize Hawaiian Language and Culture. W.H. Wilson and K. Kamana, Loko Mai O Ka 'I'ini: Proceeding From A Dream - The 'Aha Punana Leo Connection In Hawaiian Language Revitalization. Part V: Immersion L. Hinton, Teaching Methods. L. Hinton, The Karuk Language. T. Supahan and S.E. Supahan, Teaching Well, Learning Quickly: Communication-Based Language Instruction. K. Hale, The Navajo Language: II. M. Arviso and W. Holm, Tsehootsooidi Olta'gi Dine Bizaad Bihoo'aah: A Navajo Immersion Program at Fort Defiance, Arizona. L. Hinton, The Master-Apprentice Language Learning Program. K. Hale, Linguistic Aspects of Language Teaching and Learning in Immersion Contexts. Part VI: Literacy L. Hinton, New Writing Systems. L. Hinton and K. Hale, An Introduction to Paiute. P. Bunte and R. Franklin, Language Revitalization in the San Juan Paiute Community and the Role of a Paiute Constitution. Part VII: Media and Technology L. Hinton, Audio-Video Documentation. K. Hale, Australian Languages. K. Hale, Strict Locality in Local Language Media: An Australian Example. K. Hale, The Arapaho Language. S. Greymorning, Reflections on the Arapaho Language Project, or When Bambi Spoke Arapaho and Other Tales of Arapaho Language Revitalization Efforts. K. Hale, Irish. C. Cotter, Continuity and Vitality: Expanding Domains through Irish-Language Radio. K. Hale, The Mono Language. P.V. Kroskrity and J.F. Reynolds, On Using Multimedia in Language Renewal: Observations from Making the CD-ROM Taitaduhaan. L. Buszard-Welcher, Can the Web Help Save My Language? Part VIII: Training L. Hinton, Training People to Teach Their Language. K. Hale, Inuttut and Innu-aimun. A. Johns and I. Mazurkewich, The Role of the University in the Training of Native Language Teachers: Labrador. L. Hinton, Languages of Arizona, Southern California, and Oklahoma. T.L. McCarty, L.J. Watahomigie, A.Y. Yamamoto, and O. Zepeda, Indigenous Educators as Change Agents: Case Studies of Two Language Institutes. K. Hale, The Navajo Language: III. C. Slate, Promoting Advanced Navajo Language Scholarship. Part IX: Sleeping Languages L. Hinton, Sleeping Languages: Can They Be Awakened? L. Hinton, The Use of Linguistic Archives in Language Revitalization: The Native California Language Restoration Workshop. L. Hinton, The Ohlone Languages. L. Yamane, New Life for a Lost Language. About the Editors. About the Authors. Index.
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.
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 | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.003 | 0.009 |
| Scholarly communication | 0.010 | 0.010 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.005 | 0.007 |
| Insufficient payload (model declined to judge) | 0.027 | 0.010 |
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".