Multilingualism and literacy development in interlingual 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
Heritage languages are key to shaping the identity of many individuals who grow up in environments where the dominant societal language is different from their home languages. Yet heritage language learners can be incredibly diverse in terms of cultural and language backgrounds, language proficiency, literacy skills, language socialization experiences and in many other ways. Heritage language education and literacy development, in particular, have been examined in both formal and community-based educational settings. Insights drawn from this growing area of research have informed our understanding of challenges faced by heritage language learners in relation to literacy socialization, such as a lack of educational resources and community support. A subset of this research examines the issues faced by mixed-heritage language families in relation to literacy. This article reports on the qualitative phase of a mixed-method study on the language and literacy socialization experiences of interlingual families in Canada with mothers of Japanese descent. The findings highlight the multiple challenges faced by the participants in relation to the development of Japanese literacy. It draws attention to the complexity of their family lives, and how the promotion of multilingualism in the two official languages of Canada comes at the expense of Japanese literacy skills for their children.
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 | 0.002 | 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 | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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