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
Exclusive English-medium instruction (EMI), especially one that also takes its norms for the 'E' exogenously, is an aberration in those countries that lie outside of the 'inner circle' of the UK, USA, Anglophone Canada, Australia, New Zealand, South Africa and parts of the Caribbean in Kachru's (1992) World Englishes model.Aberration is also arguably apt as a description for the practice of EMI in certain communities in these inner circle countries.Exclusive EMI in 'outer or expanding circle' countries and communities is a cultural travesty, one that highlights the hegemonic slant and reach of either or both colonial cultural politics and contemporary political economy.On this view, then, EMI in content area pedagogy, even when it is initiated locally, is cut from the same ideological fabric of 'linguistic imperialism' as the 'monolingual fallacy' in the teaching of English in outer/ expanding circle environments which Phillipson (1992) criticises.In both content and English language pedagogy, EMI guarantees that the inner circle has a huge market for educational resources and services, as well as a cheap and readily usable workforce.Because language, as critical language awareness reminds us, is more than a means of communication, EMI in outer/expanding circle contexts is easily able to shape local aspirations and serve as a local system of social selection for a global marketplace that is tied to the apron strings of the inner circle.To take on the 'E' in EMI, as this collection does, is therefore much more than an exercise in documenting pedagogical practices.Taking on the 'E' is a major intervention in the ordinary course of colonial cultural politics and contemporary political economy in the classroom.The editors, BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth, as well as their authors are to be applauded for tackling this question through the lens of translanguaging.Obviously, translanguaging has by now established itself as, among others, theory, pedagogy and political action.It is therefore well suited to challenge the pride of place that has been traditionally accorded the 'E' in content or language pedagogy in multilingual outer circle contexts, or to push back on, and temper the infl uence of, an increasingly important 'E' in expanding circle countries and communities.
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 | 0.000 | 0.000 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.017 | 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 it