Early bilingualism: children of immigrants in an English-language childcare center
Bibliographic record
Abstract
Early bilingualism: children of immigrants in an English-language childcare center In this study, language views and home language practice of sixteen immigrant parents were documented and related to the dual language behaviors of their young children (ages 1:09 to 3;06) who were enrolled in a Toronto English-language childcare center. De Houwer's (1999) model of early bilingualism was applied to the minority language context and external factors were used to explain the short-lived active bilingualism of the younger children and the passive bilingualism of the preschoolers. Presenting mothers and fathers with separate questionnaires proved to be a valuable methodological tool, which revealed similar language thinking but different home language practice. Immigrant mothers were more committed to their children's L1 development than were fathers, a finding, which supports and extends the parental gender difference noted in earlier work (Gleason, 2005; Lyon, 1991; Lyon & Ellis, 1999). Negative effects of early L2 exposure on minority language children's incomplete L1, reported in earlier studies, were confirmed. A concrete outcome of the present study was the creation mylanguage.ca, a website intended to help immigrant parents understand their children's dual language learning. Even though the study presents a somewhat bleak picture of the continuation of L1, it concludes on an optimistic note, encouraging immigrant fathers to join forces with their L1-committed spouses and to help provide a nurturing L1 environment for their young children.
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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) | 0.000 | 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".