Developing multiliteracies through bilingual education in Burkina Faso
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
Being literate involves being able to move from the ability to read and write to include different forms of knowledge and modes of communication of the milieu (drumming, dancing, story-telling, etc.). This article examines the new literacy allowed through the existence of two types of schools (bilingual and monolingual) in Burkina Faso, in West Africa, and how the two affect the development of literacy and cultural sustainability of their graduates. Since 1994, this country has moved from a French only educational system inherited from colonization to a bilingual one. In this context, bilingual education means the learning of two languages (African language and French) and the indigenous knowledge and ways of learning. The data is based on a qualitative study conducted during 2006 and 2007 in this country. Twenty semi-structured interviews were conducted with participants from bilingual schools and from monolingual schools. They analyze the impact of their schooling path on their literacy development and cultural identity by looking at the language spoken and written, and the information they use and produce. Key words: Multiliteracies, postcolonial education, Africa.
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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 | 0.004 | 0.022 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.002 |
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