The French-Farsi Simultaneous Early Bilingualism in an Iranian Child—Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child
Why this work is in the frame
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Bibliographic record
Abstract
In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language” (1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child’s sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure.
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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 | 0.003 | 0.034 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 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