Fostering early literacy learning using dual language books
Bibliographic record
Abstract
In light of the importance of early literacy achievement to long term academic and economic success, educators urgently need to comprehend the sociocultural complexities manifested in learning contexts that involve multilingual students. Dual language books (DLBs; i.e., books written in English and another language) are one tool that can be used to examine these complexities as they allow teachers and students to identify and express cultural and linguistic assets and, in so doing, access and benefit from the cultural and linguistic capital of multilingual learners. As such, DLBs allow first languages to function as a cultural amplifier (i.e., a culturally invented tool or technology that advances development). In this chapter we present vignettes from teaching sessions in which researchers and volunteers focus on linguistic and cultural diversity while reading DLBs with first grade students. Our analyses of the sessions highlight children’s engagement in the literacy experiences, application of cultural knowledge, and growing metalinguistic awareness.
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How this classification was reachedexpand
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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.002 |
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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".