Native American Youth and Language Learning and Use
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
In the 19th century, an assimilationist movement swept across the United States to remove cultural evidence from Native American people—American Indians, Alaska Natives, and Native Hawaiians. Boarding schools and language policies created long‐lasting impacts on this minority population, contributing to a language shift toward English. Children were forcibly removed from their homes and taken to residential schools where their Native languages were forbidden and English encouraged. These factors disrupted intergenerational language transmission, resulting in a rapid decline of speakers. Despite drastic measures by colonizing powers, Indigenous languages still exist. In some of these communities, thousands of speakers prevail, while in other communities less than a handful of last speakers remain. Language educators and speakers have breathed life back into these endangered languages, providing opportunities for children and youth to learn and speak their Indigenous language in communities as well as schools—institutions that once suppressed their voices.
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 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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