Uniformity and Diversity in Language Policy: Global Perspectives.
Bibliographic record
Abstract
Preface General Introduction Part I-Language Policy at the Official Level Introduction to Part I Chapter 1-Jane Warren and Leigh Oakes: Language Policy and Citizenship in Quebec: French as a Force for Unity in a Diverse Society? Chapter 2-Sally Boyd: Do National Languages Need Support and Protection in Legislation? The Case of Swedish as the 'Principal Language' of Sweden Chapter 3-Uldis Ozolins: Language Policy and Smaller National Languages: The Baltic States in the New Millennium Chapter 4-Paulin G. Djite: Language Policy in Australia: Does What Goes Up Have to Come Down? Chapter 5-Leigh Oakes: Regional Languages, the European Charter and Republican Values in France Today Part II-Language Policy in Practice: Indigenous and Migrant Languages in Education Introduction to Part II Chapter 6-Tadhg O Hifearnain: Breton Language Maintenance and Regeneration in Regional Education Policy Chapter 7-David Lasagabaster: Language Policy in Spain: The Coexistence of Small and Big Languages Chapter 8-Catherine E. Travis and Daniel J. Villa: Language Policy and Language Contact in New Mexico: The Case of Spanish Chapter 9-Gillian Wigglesworth and David Lasagabaster: Indigenous Languages, Bilingual Education, and English in Australia Chapter 10-Yvette Slaughter: Bringing Asia to the Home Front. The Australian Experience of Asian Language Education through National Policy Part III-Language Policy in Real and Virtual Worlds Introduction to Part III Chapter 11-Kerry Ryan and Tim Mcnamara: Testing Identity: Language Tests and Australian Citizenship Chapter 12-Diarmait Mac Giolla Chriost: Language as Political Emblem in the New Culture War in Northern Ireland Chapter 13-Claudia Maria Riehl and John Hajek: Language Policy and Reality in South Tyrol Chapter 14-Heinz l. Kretzenbacher: Addressing Policy on the Web: Netiquettes and Emerging Policies of Language Use in German Internet Forums Chapter 15-Catrin Norrby and John Hajek: Language Policy in Practice. What Happens When Swedish IKEA and H&M Take 'You' On? Chapter 16-Deborah Cameron: Regulating Language in the Global Service Industry
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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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".