Bibliographic record
Abstract
06–360Blackledge, Adrian (U Birmingham, UK), The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 22–41. 06–361Boughton, Zoë (U Exeter, UK; z.c.boughton@exeter.ac.uk ), Accent levelling and accent localisation in northern French: Comparing Nancy and Rennes. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 235–256. 06–362Brown, N. Anthony (Brigham Young U, Utah, USA; tony_brown@byu.edu ), Language and identity in Belarus.Language Policy (Springer) 4.3 (2005), 311–332. 06–363Cameron, Deborah (U Oxford, UK) Language, gender, and sexuality: Current issues and new directions. Applied Linguistics (Oxford University Press) 26.4 (2005), 482–502. 06–364Deutch, Yocheved (Bar-Ilan U, Israel; yochd@netvision.net.il ), Language law in Israel. Language Policy (Springer) 4.3 (2005), 261–285. 06–365Edwards, John (St Francis Xavier U, Nova Scotia, Canada), Players and power in minority-group settings. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 4–21. 06–366Edwards, Viv & Lynda Pritchard Newcombe (U Reading, UK), When school is not enough: New initiatives in intergenerational language transmission in Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 298–312. 06–367García, Patricia (Stanford U Graduate School of Education, USA), Parental language attitudes and practices to socialise children in a diglossic society. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 328–344. 06–368Garner, Mark (U Aberdeen, UK), Christine Raschka & Peter Sercombe, Sociolinguistic minorities, research, and social relationships.Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 61–78. 06–369Goto, Yuko (U Pennsylvania, USA; ybutler@gse.upenn.edu ) & Masakazu Iino, Current Japanese reforms in English language education: The 2003 ‘Action Plan’. Language Policy (Springer) 4.1 (2005), 25–45. 06–370Hankoni Kamwendo, Gregory (U Botswana, Botswana; kamwendog@mopipi.ub.bw ), Language planning from below: An example from northern Malawi. Language Policy (Springer) 4.2 (2005), 143–165. 06–371Kaur Gill, Saran (U Kebangsaan, Malaysia, Malaysia; saran@pkrisc.cc.ukm.my ), Language policy in Malaysia: Reversing direction. Language Policy (Springer) 4.3 (2005), 241–260. 06–372Lantolf, James P. (Pennsylvania State U, USA; jpl7@psu.edu ), Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 67–109. 06–373Määttä, Simo K. (U California, Berkeley, USA; asunto@uclink.berkeley.edu ), The European Charter for Regional or Minority Languages, French language laws, and national identity. Language Policy (Springer) 4.2 (2005), 167–186. 06–374Mills, Jean (U Birmingham, UK), Connecting communities: Identity, language and diaspora. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 253–274. 06–375Pavlenko, Aneta (Temple U, USA), ‘Ask each pupil about her methods of cleaning’: Ideologies of language and gender in Americanisation instruction (1900–1924). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 275–297. 06–376Richland, Justin B. (U California, Irvine, USA), The multiple calculi of meaning.Discourse & Society (Sage) 17.1 (2006), 65–97. 06–377Silver, Rita Elaine (Nanyang Technological U, Singapore; resilver@nie.edu.sg ), The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy (Springer) 4.1 (2005), 47–66. 06–378Tannenbaum, Michal & Marina Berkovich (Tel Aviv U, Israel; mtannen@post.tau.ac.il ), Family relations and language maintenance: Implications for language educational policies. Language Policy (Springer) 4.3 (2005), 287–309. 06–379Vaish, Viniti (Nanyang Technical U, Singapore; vvaish@nie.edu.sg ), A peripherist view of English as a language of decolonization in post-colonial India. Language Policy (Springer) 4.2 (2005), 187–206. 06–380Zuengler, Jane & Elizabeth R. Miller (U Winconsin-Madison, USA), Cognitive and sociocultural perspectives: Two parallel SLA worlds?TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 35–58.
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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.007 | 0.007 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.107 | 0.039 |
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".