An exploration of oral language profiles of students in early French immersion
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
Abstract This article describes an exploratory study of bilingual oral language profiles among a diverse group of students in Early French Immersion (EFI), in Ontario, Canada. Participants were 28 EFI students in Grade 4 (9–10 years of age). Oral language components were assessed with measures of comprehension (receptive vocabulary and following directions) and production (recalling sentences and mean length of utterance). Hierarchical cluster analysis was used to identify performance patterns in each language. There were substantial differences between English and French in terms of contrasts between, and consistency within the performance patterns, leading to identification of four bilingual profiles. The findings reinforce the importance of considering multiple language components in both languages in assessing bilingual students. A profiles approach may contribute to our understanding of variability in oral language skills and provide a broader perspective for the study of cross-linguistic interdependence by considering multiple components in both comprehension and production.
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 | 0.000 |
| 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) | 0.000 | 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