Understanding Play in a Bilingual Family Literacy Program
Bibliographic record
Abstract
Although researchers have documented and discussed the use of play as pedagogy within primary classrooms, there is scant discussion regarding its use in family literacy programs. The purpose of this paper is to describe the enactment of play within a bilingual family literacy program for Karen refugee parents/caregivers and their pre-school aged children. Data, which includes an analysis of the family literacy program resource and field notes of observations of the play activity of three Karen mothers and their children within the program, were drawn from a larger ethnographic case study to document and describe the literacy practices of resettled Karen refugee families as they participated in the program, Parents as Literacy Supporters in Immigrant and Refugee Communities, in an small urban setting in western Canada. An analysis of the data suggests that play as it was structured and enacted in the program at this site was primarily educational during which the mothers drew from their own cultural models of learning as they engaged with their children in literacy-related activities structured by program facilitators. These findings will inform teachers of parents
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.007 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".