<i>Language policies in education: Critical issues</i>
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
James W. Tollefson (ed.), Language policies in education: Critical issues . Mahwah, NJ: Lawrence Erlbaum, 2002. Pp. 350. Pb $39.95. Language policies in education brings together a wide-ranging collection of essays from the United States, Canada, Australia, Yugoslavia, India and East Asia, Eastern Africa, and the Solomon Islands. Editor James Tollefson frames the discussion in his introduction and conclusion on language conflict and language rights in a way that calls our attention to the central questions. How have educational language policies maintained unequal access to teaching and learning resources for language minorities and indigenous language (IL) speakers? What affirmative measures in the realm of language policy can chart the clearest course toward redressing these inequalities? And for political entities in multilingual states in a position of language policy-making authority, what are the guiding principles of a responsible democratic approach to resolving ethnolinguistic conflicts? Though few of the authors take up the questions directly, the editor reminds readers that all discussions of educational language policy must keep in the foreground considerations of effective pedagogical practice and constraints on language learners. These more narrowly circumscribed educational, developmental, and psycholinguistic determinants are subordinated to political-ideological impositions at the risk of undermining basic democratic principles. Multilingual and multicultural accord at the nation-state level is eroded by attempts to utilize official language teaching programs as tools of national or political unification if these programs are not conceived as complementary to individuals' language learning rights and as consistent with sound first and second language pedagogy. Particularly instructive on this point are the chapters by Mary McGroarty, Terrance Wiley, Thomas Donahue, and Teresa McCarty on the current struggle between the forces of pluralism and exclusion in the United States, and surveys of political-language conflicts in the former Yugoslavia and India by Tollefson and Selma Sonntag, respectively.
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 | 0.001 |
| 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) | 0.001 | 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