Bilingual education & biligualism
Bibliographic record
Abstract
05–543Aguilar-Sánchez, Jorge (INTESOL, Indianapolis, USA; students@intesol.org ), English in Costa Rica. World Englishes (Oxford, UK) 24.2 (2005), 161–172. 05–544Campbell, Jamie I. D. (U of Saskatchewan, Canada; Jamie.Campbell@usask.ca ), Asymmetrical language switching costs in Chinese–English bilinguals' number naming and simple arithmetic. Bilingualism: Language and Cognition (Cambridge, UK) 8.1 (2005), 39–61. 05–545Cohen, Roger (U of Guam, The Territory of Guam, USA), English in Mongolia. World Englishes (Oxford, UK) 24.2 (2005), 203–216. 05–546Curco, Carmen (National Autonomous U of Mexico, Mexico), Code switching and identity in the discourse of Catalan immigrants in Mexico. AILA Review (Amsterdam, the Netherlands) 18 (2005), 18–40. 05–547Dimova, Slobodanka (Purdue U, USA; dimova@purdue.edu ), English in Macedonia. World Englishes (Oxford, UK) 24.2 (2005), 187–202. 05–548Edwards, Viv (U of Reading, UK) & Lynda Pritchard Newcombe, Language transmission in the family in Wales: an example of innovative language planning. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.2 (2005), 135–150. 05–549Francis, Norbert (Northern Arizona U, Flagstaff, USA; norbert.francis@nau.edu ), Research findings on early first language attrition: implications for the discussion on critical periods in language acquisition. Language Learning (Malden, MA, USA) 55.3 (2005), 491–531. 05–550García Mayo, María del Pilar (U del País Vasco, Vitoria, Spain; mariapilar.garciamayo@ehu.es ), Amparo Lázaro Ibarrola & Juana M. Liceras, Placeholders in the English interlanguage of bilingual (Basque/Spanish) children. Language Learning (Malden, MA, USA) 55.3 (2005), 445–489. 05–551Gómez, Leo, David Freeman & Yvonne Freeman (U of Texas Pan American, USA), Dual language education: a promising 50–50 model. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 145–164. 05–552Guion, Susan G. (U of Oregon, Eugene, USA; guion@uoregon.edu ), Knowledge of English word stress patterns in early and late Korean–English bilinguals. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 503–533. 05–553Hilgendorf, Suzanne K. (Detroit, USA; s.k.hilgendorf@wayne.edu ), ‘Brain Gain statt[instead of]Brain Drain’: the role of English in German education. World Englishes (Oxford, UK) 24.1 (2005), 53–67. 05–554Johnson, Eric (Arizona State U, USA), Proposition 203: a critical metaphor analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 69–84. 05–555Leung, Yan-kit Ingrid (U of Essex, UK; ileung@essex.ac.uk ), L2 vs. L3 initial state: a comparative study of the acquisition of French DPs by Vietnamese monolinguals and Cantonese–English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK) 8.1 (2005), 39–61. 05–556Montrul, Silvina (U of Illinois at Urbana-Champaign, USA; montrul@uiuc.edu ), Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities. Second Language Research (London, UK) 21.3 (2005), 199–249. 05–557Nickels, Edelmira L. (Indiana U, USA; eoquendo@indiana.edu ), English in Puerto Rico. World Englishes (Oxford, UK) 24.2 (2005), 227–238. 05–558Nicoladis, Elena (U of Alberta, Edmonton, Canada; elenan@ualberta.ca ), The acquisition of complex deverbal words by a French–English bilingual child. Language Learning (Malden, MA, USA) 55.3 (2005), 415–443. 05–559Oakes, Leigh (Queen Mary, U of London, UK), From internationalisation to globalisation: language and the nationalist revival in Sweden. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.2 (2005), 151–176. 05–560Rolstad, Kellie, Kate S. Mahoney & Gene V. Glass (Arizona State U, USA), Weighing the evidence: a meta-analysis of bilingual education in Arizona. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 43–67. 05–561Tan, Peter K. W. (National U of Singapore, Singapore), The medium-of-instruction debate in Malaysia: English as a Malaysian language?Language Problems and Language Planning (Amsterdam, the Netherlands) 29.1 (2005), 47–66. 05–562Thordardottir, Elin T. (McGill U, Montreal, Canada; elin.thordardottir@mcgill.ca ), Early lexical and syntactic development in Quebec French and English: implications for cross-linguistic and bilingual assessment. International Journal of Language & Communication Disorders (London, UK) 40.3 (2005), 243–278. 05–563Ustinova, Irina P. (Murray State U, USA; irina.ustinova@murraystate.edu ), English in Russia. World Englishes (Oxford, UK) 24.2 (2005), 239–252. 05–564Valdés, Guadalupe (Stanford U, USA; gvaldes@stanford.edu ), Bilingualism, heritage language learners, and SLA research: opportunities lost or seized?The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 410–426.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.034 | 0.004 |
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".