Language Planning and Policy: Issues in Language Planning and Literacy
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
1. Introduction: Literacy and language planning - Anthony J. Liddicoat (University of South Australia) 2. Language planning for literacy: Issues and implications - Anthony J Liddicoat 3. Early literacy policy: National and local instantiations - Lisa Patel Stephens (Lynch School of education at Boston College) 4. Language planning and literacy in Kenya - living with unresolved paradoxes - Margaret Jepkirui Mutthwi (translation consultant, United Bible Societies, Kenya) 5. Conceptions of Literacy in Canadian Immigrant Language Training - Ellen Cray and Pat Currie (Carleton University,Canada) 6. Singapore's literacy policy and its conflicting ideologies - Catherine Chua (University of Queensland) 7. Rethinking Language Planning and Policy from the Ground Up: Refashioning Institutional Realities and Human Lives - Vaidehi Ramanathan (University of California) 8. Legislating Literacy for Linguistic and Ethnic Minorities in Contemporary China - Minglang Zhao (Dickinson College, USA) 9. Vernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand - Kimmo Kosonen (Payap University, Thailand) 10. Literacy in Pidgin and Creole Languages - Jeff Siegal (University of New England, Australia) 11. The consequences of vernacular (il)literacy in the Pacific - Terry Crowley 12. Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea - Eva Lindstrom (University of Stockholm, Sweden) 13. Vernacular Literacy in the Touo Language of the Solomon Islands - Michael Dunn (Max Planck Institute for Psycholinguistics) 14. Is it Aulua or Education Dressed up in Kastom?: A Report on the Ongoing Negotiation of Literacy and Identity in a Ni Vanuatu Community - Martin Paviour-Smith (Massey University, New Zealand) 15. Bridging the Gap: The Development of Appropriate Educational Strategies for Minority Language Communities in the Philippines - Diane Dekker and Catherine Young (SIL International, Philippines) 16. Literacy and Language-in-Education Policy in Bidialectal Settings - Andreas Papapavlou and Pavlos Pavlou (University of Cyprus)
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it