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 role of language teacher agency in language policy and planning (LPP) enactment and implementation at the micro-level has received increasing treatment in the literature. Under-addressed in this context, however, is the role of the learner and the extent to which learner activity can be agentive. Seeking to redress this situation, this paper focusses on learner agency in LPP. After establishing a general ecology of language context, issues related to the problematic concept of ‘agency’ are addressed. This discussion draws upon poststructuralist critiques as well as the insights of sociocultural theory. A poststructuralist perspective provides a broad philosophical base for problematizing learner agency and supplies a critique of the limited structuralist approach characteristic of traditional LPP. A sociocultural lens supplies a more concrete conceptualization of how agentive learner activity operates interactively with teacher agency. The final section of the paper focusses on ethnography as a research methodology; ethnographic research yields qualitative data on learner agency that can be drawn upon in micro planning and policy-making. A relevant case study employing ethnographic methodology is discussed. The conclusion is that learner agency should be given more prominence in LPP research and literature.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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