Linguistic anxiety, insecurity, and fulfilment of bilingual parenting: Emotional complexities experienced by Chinese immigrant families
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
This study explores the emotional dimensions of language within three Chinese–Australian families raisingMandarin English bilingual children. Employing ethnographic methods including interviews, observations, and the collection of literacy evidence, it delves into the families’ migration stories, language ideologies, and emotional experiences. Additionally, the study examines the factors influencing family language policies (FLPs) and the emotional climate surrounding language within these households. The research reveals that these families grappled with the dual challenges of maintaining their children’s heritage Chinese while ensuring their competitiveness in mainstream English. These societal and familial pressures conditioned parents’ emotions and the decisions they make regarding FLPs. The study uncovers the intricate interplay between parents’ emotional states, their children’s bilingual dynamics, changes in FLPs within the hierarchically constructed linguistic landscape. It underscores the significance of power relations in shaping FLPs and highlights the pivotal role of children’s heritage language bilingualism in contributing to the overall well being of the immigrant families.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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