Curricular Planning along the Fault Line between Instrumental and Academic Agendas: A Response to the Report of the Modern Language Association on <i>Foreign Languages and Higher Education: New Structures for a Changed World</i><sup>1</sup>
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
In calling for new governance structures and unified curricula, the MLA Report distinguishes between instrumental and constitutive views of language that characterize our often schizophrenic agendas of language acquisition on the one hand, and disciplinary knowledge on the other. This paper explores some common theoretical insights from the fields of language acquisition and cultural studies that interrogate these views, providing a basis for sustained collaboration around curricula among faculty on both sides of the divide. While these have already yielded the kinds of curricular innovations recommended by the Report, a case is made for more radical changes in hiring practices, distribution of teaching and service, reward structures, and graduate education — changes which have the capacity to transform the institutional values upon which they will also depend.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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