O Português, língua de herança nos Estados Unidos: o caso de Hudson, Massachusetts
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
Usando como trampolim uma panorâmica histórica da presença portuguesa no Canadá e nos Estados Unidos da América, neste trabalho analisar-se-á a situação atual da língua portuguesa em Hudson, Massachusetts. Durante as últimas três gerações o português tem passado de uma língua falada como língua materna por imigrantes oriundos de Portugal — particularmente da ilha de Santa Maria — a uma Língua de Herança (LH) e finalmente a um vetor cultural usado como alavanca pela nova geração que a aprende ex novo como L2. A análise de amostras linguísticas da terceira geração de luso-americanos da Escola Secundária de Hudson permitirá descrever o perfil destes indivíduos que não se tornam falantes de uma realidade completamente desconhecida; antes se tornam falantes de um português com base e estrutura anglófonas. São, portanto, falantes de uma herança cultural, mas não falantes da língua cuja cultura são herdeiros; Portuguese, Heritage Language in the United States: the Case of Hudson, Massachusetts ABSTRACT Using as a springboard a historical overview of Portuguese presence in Canada and the United States, I analyze the current stage of the Portuguese language in Hudson, Massachusetts. Indeed, by looking at how during the past three generations Portuguese has gone from a full-fledged living language spoken by immigrants hailing from Portugal—particularly the island of Santa Maria, Azores—who spoke it as a native tongue, to a Heritage Language (HL), and eventually to a cultural vector whereby its speakers rely on their shared legacy to learn it anew as a L2. The analysis of linguistic samples of the third generation of Portuguese-Americans of Hudson High School will provide a profile of these individuals who do not become speakers of an unknown reality yet they become Portuguese speakers with an Anglophone base and structure. They are therefore speakers of a heritage and culture, but not speakers of the inherited language.
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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) | 0.003 | 0.004 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.006 | 0.005 |
| 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