Bibliographic record
Abstract
This paper will focus on innovations in the Welsh education system in light of the introduction of a new curriculum in 2022.Language learning is one of the areas facing changes, with international languages, Welsh and English being placed in the Area of Learning and Experience known as Languages, Literacy and Communication.Pupils will have the opportunity to learn an international language from year 5 in primary school.This development is important in the context of the Welsh government's target of creating one million Welsh / English bilingual speakers by 2050.This target has raised concerns regarding the availability of teachers able to teach through the medium of Welsh and the role of initial teacher training to address this.Comparisons will be drawn with other UK nations teaching a foreign language in primary schools and the challenges that they have faced.The context of the Welsh language, as a minority language within Wales, raises questions regarding the linguistic / cultural competence of teachers able to teach in minority, (immersion or maintenance), settings, (cf.Canadian francophone minority context, Gilbert et al, 2004).The experiences of other trilingual models in Europe will be considered.Implications for preservice training for introducing an international language within the existing varied bilingual setting of primary schools of Wales will be discussed.
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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 | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.014 | 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".