Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2
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
Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.
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 | 0.001 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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