Conclusion: language and power <i>à la</i> Jim Cummins
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
Abstract The conclusion begins with an analysis of the common thread that ties the papers included in this special issue together. The collection hinges on an analysis of issues of language and power in diverse contexts, seen in a perspective à la Jim Cummins. Included in the Conclusion is a discussion of how the papers in this collection illustrate or operationalize Cummins' (2001a) empowerment framework. The conclusion also discusses the diverse ways in which the papers examine the influence of societal power relations on educational structures and classroom instruction. Next, the explanatory value of Jim Cummins’ empowerment framework is put to the test by evaluating its ability to account for the wide range of contexts of issues of language and power in the various texts. This is followed by a summary of key lessons learned from what the authors identified as constraints limiting bi/multilingual development in their contexts, followed by an analysis of overarching themes emerging from those constraints. Finally, current options for dealing with the constraints identified are reviewed, and recommendations are made as to promising paths of future research in the study of language and power. Keywords: action researchbi/multilingualismempowerment frameworklanguage and powerJim Cumminsteacher agency Acknowledgements We wish to thank everyone who collaborated with the edition of the present issue. First of all, we thank the International Journal of Bilingual Education and Bilingualism and Colin Baker in particular for giving us the opportunity to be guest editors of this special issue. We are especially indebted to the contributors whose cooperation and expertise are the very basis of this issue. Particular thanks go to the journal's external editor for conscientious attention to detail, constructive criticism, and belief in the value of this special issue. Thanks also to Sarah Cohen for her helpful feedback on an earlier draft of the last chapter, and to Shelley Taylor's research assistants, Yu Liu, Tara Paynter, Anne Van Gilst and Hongfang Yu, for their ongoing assistance. Last, but not least, we would like to thank Jim Cummins for his vision, for the encouragement he has given all of the contributors, for his dedication to the field of bilingual education and bilingualism, and for working to better the learning conditions of bi/multilingual students for over three decades.
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 | 0.001 | 0.002 |
| 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 it