«Ser» y «estar»: Developmental Stages of Acquisition
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
Early French immersion programs in Canada applied what some have referred to as a gentle approach to language teaching, one in which students received intensive exposure to the target language over an extended period of several years while the expectations for French usage among the learners developed slowly over time. A focus on form and explicit corrective feedback were limited or nonexistent. This approach to language immersion served as a model for the development of immersion programs in the U.S. This paper examines the acquisition of the Spanish copular verbs «ser» and «estar» among secondary students enrolled in a Spanish immersion program originally established in accordance with the underlying principles of Canadian immersion models. The students in the study had completed a total immersion elementary program of six years and partial immersion middle school program of two years consisting of two contact hours per day in Spanish. Data were gathered from a picture description task that students completed orally. The findings of that oral task have served to underscore the importance of implementing a focus on form component in this program. Recent programmatic modifications and examples of the original and current student oral production will be presented.
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 | 0.000 |
| 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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