An Analysis of the Overseas Dissemination Mechanism of American English in the Post-Cold War Era
Bibliographic record
Abstract
The overseas dissemination of American English is the result of conscious language promotion. During the colonial era, the broadcasting of American English relied on compulsory promotion and church education. During World War I, the rise of American products, personnel, technology, and mass media spread American English to all corners of the world; after World War I, English gained the status of the official language of the international system, organizations, and conferences. During World War II, the contribution of the United States in the war spread American English to all parts of the world on an unprecedented scale; after World War II, the United States led the establishment of an international security and economic system, and American English subsequently became the dominant language in the new order of international relations. During the Cold War, the United States planned and implemented many cultural strategies to promote each other with American English promotion activities. In the 1990s, the information technology revolution, the wave of globalization, and the development of global media groups made the overseas dissemination of American English faster, more effective, and deeper. American English in the post-Cold War era is an important component of American soft power and the most important tool for the export of American culture, ideology, and values. It occupies a special position in the construction of the comprehensive strength of the United States and maintains a post-Cold War US-led international order.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 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 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".