Literature Review on Second Language Acquisition: Looking at the Impact of Bilingual Education at Different Times on Intercultural Competence
Bibliographic record
Abstract
With the prevalence of globalization, more and more parents are caught in a state of anxiety — they want to give their children a bilingual education as early and as well as possible so that in the future they can send their children to study abroad. Hence comes the existence of bilingual schools. However, parents are increasingly choosing bilingual kindergartens because they believe they will enhance their children's linguistic and intercultural competence. This literature review aims to illustrate the distinct impacts of attending a bilingual kindergarten versus a bilingual high school on students' intercultural competence, enlightening readers about the distinctions between the two, and highlighting the importance of early enrollment in a bilingual education system. This article concludes that bilingual kindergartens could subtly let students learn the language and its culture, and bilingual high schools would focus more on the practical way of learning a language but less on the cultural aspects. They both have their advantages and promote intercultural competence in different ways.
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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 | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.012 | 0.017 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".