Asian adolescents’ out-of-school encounters with English and Korean literacy
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
The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as on the development of academic literacy skills. This article describes a study that examined the nature of three Asian adolescent ELLs’ out-of-school literacy practices and their implications for school-based literacy growth. These Asian adolescent ELLs engaged in various types of reading and forms of writing in both their native language (L1), Korean, and their L2, English, within both print and computer-based contexts. The findings suggest some often overlooked connections, direct or indirect, between in and out-of-school literacy. The article discusses the implications of these findings for pedagogy and future 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 | 0.000 | 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 | 0.001 |
| 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 it