Bibliographic record
Abstract
07–01 Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au ), Fusing pedagogic horizons: Language and content teaching in the mainstream . Linguistics and Education (Elsevier) 16.2 (2005), 173–187. 07–02 Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk ), Integrating language and content: Issues from the mathematics classroom . Linguistics and Education (Elsevier) 16.2 (2005), 205–218. 07–03 Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz , The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive . Applied Language Learning (Defense Language Institute) 16.1 (2006), 17–36. 07–04 Creese, Angela (U Birmingham, UK; a.creese@bham.ac.uk ), Is this content-based language teaching? Linguistics and Education (Elsevier) 16.2 (2005), 188–204. 07–05 Davison, Chris (U Hong Kong, China; cdavison@hku.hk ), Learning your lines: Negotiating language and content in subject English . Linguistics and Education (Elsevier) 16.2 (2005), 219–237. 07–06 Freiermuth, Mark & Douglas Jarrell (Gunma Prefectural Women's U, Japan; mark-f@gpwu.ac.jp ), Willingness to communicate: Can online chat help? International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 189–212. 07–07 Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round? Language and Education (Mutilingual Matters) 20.2 (2006), 95–109. 07–08 Jenkins, Jennifer (King's College London, UK; jennifer.jenkins@kcl.ac.uk ), Points of view and blind spots: ELF and SLA . International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 137–162. 07–09 Kaur, Jagdish & Volker Hegelheimer (Iowa State U, USA), ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 287–310. 07–10 Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca ) & Hirohide Mori , Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300. 07–11 Nakatani, Yasuo (Nakamura Gakuen U, Japan; nakatani@nakamura-u.ac.jp ), Developing an oral communication strategy inventory . The Modern Language Journal (Blackwell) 90.2 (2006), 151–168. 07–12 Naughton, Diane (U Granada, Spain; naughton@ugr.es ), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom . The Modern Language Journal (Blackwell) 90.2 (2006) 169–184. 07–13 Pauwels, Anne (U Western Australia, Australia) & Joanne Winter , Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom . Language and Education (Mutilingual Matters) 20.2 (2006), 128–140. 07–14 Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka , Dialogue in the Israeli classroom: Types of teacher-student talk . Language and Education (Mutilingual Matters) 20.2 (2006), 110–127. 07–15 Plonsky, Luke & Susana V. Mills (Northern Arizona U, USA), An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap . Applied Language Learning (Defense Language Institute) 16.1 (2006), 55–77. 07–16 Strauss, Susan (Pennsylvania State U, USA; sgs9@psu.edu ), Jihye Lee & Kyungja Ahn , Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean . The Modern Language Journal (Blackwell) 90.2 (2006) 185–209. 07–17 Vizconde, Camilla (U San Tomas, Philippines; Camille.vizconde@lycos.com ), English language instruction in the Philippine basic education program . RELC Journal (Sage) 37.2 (2006), 260–273. 07–18 Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes , ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools . Language and Education (Mutilingual Matters) 20.2 (2006), 141–161. 07–19 Wedin, Asa (Högskolan Dalarna, Falun, Sweden), Literacy practices in rural Tanzania: The case of Karagwe . Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 225–240.
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.
How this classification was reachedexpand
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 | 0.003 | 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 | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".