Aménagement de l’acquisition: du trilinguisme fonctionnel à la pédagogie convergente
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
Social bilingualism, unlike official bilingualism, is very common. In most countries, the official language/s and tens or hundreds of other languages coexist; many such unofficial languages facing extinction. What is noticeable is that when language planning does not follow the ecological approach, i.e., when it emphasizes the strengthening of a particular language rather than the “structured diversity” of all the languages that make up a particular linguistic ecosystem, that can negatively impact the survival of minority languages. This study, which was carried out from the perspective of ecolinguistics, was aimed at promoting linguistic diversity through the protection of minority languages. It was essentially based on acquisition planning. The protection referred to here could be ensured, among other means, through the progressive acquisition of three or more languages in the education system. In Cameroon, a French – English bilingual country, the minority official language and many local languages are taught in school with varying degrees of success. It was interesting to critically look at some teaching approaches of those languages with the objective of showing how it could be possible, for those whose first language is neither French nor English, to better learn French and/or English, through convergent pedagogy, an educative approach based on the development of bilingualism or multilingualism. DOI: http://dx.doi.org/10.11591/ijere.v2i2.2021
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 | 0.024 | 0.006 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 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