Bilingual education & bilingualism
Bibliographic record
Abstract
06–536Abd-el-Jawad, Hassan R. (Sultan Qaboos U, Oman), Why do minority languages persist? The case of Circassian in Jordan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 51–74. 06–537Athanasopoulos, Panos (U Essex, UK; pathan@essex.ac.uk ), Effects of the grammatical representation of number on cognition in bilinguals. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 89–96. 06–538Bialystok, Ellen (York U, Canada; ellenb@yorku.ca ), Catherine Mcbride-Chang & Gigi Luk, Bilingualism, language proficiency and learning to read in two writing systems. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 580–590. 06–539Broersma, Mirjam (Max Planck Institute for Psycholinguistics, Netherlands; mirjam.broersma@mpi.nl ) & Kees de Bot, Triggered codeswitching: A corpus-based evaluation of the original triggering hypothesis and a new alternative. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 1–13. 06–540Cahnmann, Melisa (U Georgia, Athens, USA; cahnmann@uga.edu ) & Manka M. Varghese, Critical advocacy and bilingual education in the United States. Linguistics and Education (Elsevier) 16.1 (2005), 59–73. 06–541Creese, Angela (U Birmingham, UK), Arvind Bhatt, Nirmala Bhojani & Peter Martin, Multicultural, heritage and learner identities in complementary schools. Language and Education (Multilingual Matters) 20.1 (2006), 23–43 06–542Deuchar, Margaret (U Wales, Bangor, UK; m.deuchar@bangor.ac.uk ), Congruence and Welsh–English code-switching. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 255–269. 06–543Dong, Yanping (Guangdong U of Foreign Studies, China; ypdong@mail.gdufs.edu.cn ), Shichun Gui & Brian Macwhinney, Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 221–238. 06–544du Plessis, Theo (U Free State, South Africa; dplesslt.hum@mail.uovs.ac.za ), From monolingual to bilingual higher education: The repositioning of historically Afrikaans-medium universities in South Africa. Language Policy (Springer) 5.1 (2006), 87–113. 06–545Étienne, Corinne (U Massachusetts, USA; corinne.etienne@umb.edu ), The lexical particularities of French in the Haitian press: Readers' perceptions and appropriation. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 257–277. 06–546Fargha, Mohammed & Madeline Haggan (Kuwait U, Kuwait), Compliment behaviour in bilingual Kuwaiti college students. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 94–118. 06–547Francis, Norbert (Northern Arizona U, USA; norbert.francis@nau.edu ), Bilingual children's writing: Self-correction and revision of written narratives in Spanish and Nahuatl. Linguistics and Education (Elsevier) 16.1 (2005), 74–92. 06–548Hayes, Renée (U Sunderland, UK; rhayes@mundo-r.com ), Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education (Elsevier) 16.1 (2005), 93–112. 06–549Martin, Peter (U East London, UK), Arvind Bhatt, Nirmala Bhojani & Angela Creese, Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education (Multilingual Matters) 20.1 (2006), 5–22. 06–550McGroarty, Mary (Northern Arizona U, USA; mary.mcgroarty@nau.edu ), Neoliberal collusion or strategic simultaneity? On multiple rationales for language-in-education policies. Language Policy (Springer) 5.1 (2006), 3–13. 06–551Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125. 06–552Nicoladis, Elena (U Alberta, Canada; elenan@ualberta.ca ), Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 15–32. 06–553Nikula, Tarja (U Jyväskylä, Finland; tnikula@cc.jyu.fi ), English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education (Elsevier) 16.1 (2005), 27–58. 06–554Padilla, Francisca, Maria Teresa Bajo & Pedro Macizo (U Granada, Spain; mbajo@ugr.es ), Articulatory suppression in language interpretation: Working memory capacity, dual tasking and word knowledge. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 207–219. 06–555Palozzi, Vincent J. (Indiana U, USA; vpalozzi@indiana.edu ), Assessing voter attitude toward language policy issues in the United States. Language Policy (Springer) 5.1 (2006), 15–39. 06–556Petrovic, John E. (U Alabama, USA; Petrovic@bamaed.ua.edu ), The conservative restoration and neoliberal defenses of bilingual education. Language Policy (Springer) 4.4 (2005), 395–416. 06–557Robertson, Leena Helavaara (Middlesex U, UK), Learning to read ‘properly’ by moving between parallel literacy classes. Language and Education (Multilingual Matters) 20.1 (2006), 44–61. 06–558Reyes, Iliana (U Arizona, USA; ireyes@email.arizona.edu ) & Arturo E. Hernández, Sentence interpretation strategies in emergent bilingual children and adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 51–69. 06–559Rolla San Francisco, Andrea, María Carlo, Diane August & Catherine E. Snow (Harvard U Graduate School, USA; snowcat@gse.harvard.edu ), The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 229–246. 06–560Sandel, Todd L. (U Oklahoma, Norman, USA), Wen-Yu Chao & Chung-Hui Liang, Language shift and language accommodation across family generations in Taiwan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 126–147. 06–561Sundara, Megha, Linda Polka & Shari Baum (McGill U, USA; msundara@u.washington.edu ), Production of coronal stops by simultaneous bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 97–114. 06–562Tan, Charlene (Nanyang Technological U, Singapore), Change and continuity: Chinese language policy in Singapore. Language Policy (Springer) 5.1 (2006), 41–62. 06–563
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 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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.095 | 0.016 |
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".