What immersion education still needs: Views from the Irish Year Abroad experience
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
Immersion education is justifiably acclaimed. This success is achieved in the classroom and relates to language structures. Recent research, however, demonstrates that one area of acquisition lags behind in immersion speakers’ speech; sociolinguistic competence. Quantitative studies show that acquisition of native speaker variation patterns is less successful in the classroom than in situations of contact with native speakers. This paper provides quantitative evidence on the production of Irish students on a year in France, whose rates and patterns of native variation approximate native speakers more closely than those of students whose access to input is restricted to immersion classroom. The paper presents data in French from secondary level speakers at Irish immersion schools and from Irish Year Abroad university learners, comparing them to Canadian immersion students and charts the effect of contact with native speakers. We conclude that an element of naturalistic learning might be incorporated into the acquisition process of immersion speakers at university.
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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 | 0.000 | 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 | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 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