First language use and language behavior of Chinese students in Toronto, Canada
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
Many immigrant minorities are concerned with the first language (L1) maintenance of their children living in a majority language and culture. The role of the L1 has important implications for students’ linguistic, cultural and identity development. This chapter examines the relationship between Chinese students’ L1 use and behavior and the broader sociolinguistic and sociocultural environment in relation to the ethnolinguistic vitality of the Chinese community in Toronto, Canada. One hundred and fifteen Chinese students in international languages programs in Toronto participated in the study. Results indicate that the Chinese students have a positive attitude towards various factors at the sociological, socio-psychological and psychological levels which are conducive to L1 maintenance. Whether in terms of objective vitality factors, interpersonal contacts, contact with the media, heritage education support, or subjective vitality beliefs, students’ positive attitudes help facilitate their L1 use and affect their L1 behavior.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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) | 0.000 | 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