International perspectives on bilingual education : policy, practice, and controversy
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
Foreword (Terrence Wiley, Arizona State University) Introduction SECTION 1: POLICY 1. Language Minority Education in the United States: Power and Policy (John E. Petrovic, The University of Alabama) 2. Language Minority Rights and Educational Policy in Canada (Thomas Ricento and Andreea Cervatiuc, University of Calgary) 3. Education Policy and Language Shift in Guatemala (Ivonne Heinze Balcazar, California State University - Dominguez Hills) SECTION 2: PRACTICE 4. Transitions to Biliteracy: Creating Positive Academic Trajectories for Emerging Bilinguals in the United States (Kathy Escamilla and Susan Hopewell, University of Colorado) 5. Bilingualism and Biliteracy in India: Implications for Education (Prema K. S. Rao, Jayashree C. Shanbal, Sarika Khurana, All India Institute of Speech and Hearing) 6. Making Choices for Sustainable Social Plurilingualism: Some Reflections from the Catalan Language Area (F. Xavier Vila i Moreno, Universitat de Barcelona/Institut d'Estudis Catalans) SECTION 3: CONTROVERSY 7. Reorienting Language-as-Resource (Richard Ruiz, University of Arizona) 8. The Role of Language in Theories of Academic Failure for Linguistic Minorities (Jeff MacSwan and Kellie Rolstad, Arizona State University) 9. A Postliberal Critique of Language Rights: Toward a Politics of Language for a Linguistics of Contact (Christopher Stroud, University of the Western Cape).
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 | 0.000 | 0.006 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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