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This paper reports a systematic narrative synthesis review conducted on the educational effectiveness of genre theory/systemic functional linguistics pedagogies for improving reading and writing outcomes in K-10 education within mainstream classrooms in Australia, the UK, the USA, New Zealand, and Canada. This framework has significant influence on reading and writing curriculum, teacher training, and literacy practices. However, its evidence base has never been systematically reviewed. An exhaustive database search sourced 7846 potentially relevant studies, which were screened according to guidelines for evaluating evidence through systematic narrative synthesis reviews and standardly applied criteria for educational evidence (e.g., The Centre for Education Statistics and Evaluation, What Works Clearinghouse). Very few peer-reviewed intervention studies with control groups and quantitatively measured outcomes were found. A surprising result. Those studies showing positive effects had flaws in research design and quality that preclude their use as educational evidence. This systematic review indicates that there is insufficient rigorous evidence of the benefits, or lack thereof, of genre theory/systemic functional linguistics--based approaches to teaching reading and writing within K-10 education, at least in terms of measurable outcomes for students. More high-quality research needs to be undertaken as the current research record is not sufficient to prove or disprove the value of this approach.

The Territorial Papers of the United States are a valuable and underused resource containing almost 10,000 documents written between 1789 and 1848 about the formation of new sovereign states from US territory. These communications between the federal government and frontier settlers comprise the actual discourse of the nation's expansion over six decades. Digitizing the Territorial Papers permits the possibility of analyzing the entire corpus globally. Text mining and topic modeling methods give us a lens on the language patterns through which new state governments and the expanding nation were formed. An initial statistical analysis of the textual information provides a visualization of content, helps discern how ideals about governance emerged, and lays the foundation for developing more sophisticated hypotheses and theoretical constructs. [ABSTRACT FROM AUTHOR]

The initial response to COVID-19 exposed widespread racism and Sinophobia across the world, which contributed to a rethinking of equality and diversity in Higher Education (HE) and beyond. Within Modern Languages, much attention has been placed on decolonising the curriculum. The death of George Floyd in 2020 further contributed to an increased awareness of the need to rethink racism and challenge current practice within the curriculum. This paper re-examines the findings of a doctoral study exploring students' development of Intercultural Competence (IC) and criticality in Modern Languages with the aim of revisiting ways in which students' intercultural development can be defined and fostered in Higher Education.

Teachers do not always have the option to study abroad because of coursework and school/teaching obligations. Utilizing virtual exchange is an innovative instructional approach being used in higher education that can mimic a clinical virtual study abroad experience. Accordingly, this study reports on 20 participants that took a course on linguistics for ESL/EFL teachers. Teacher candidates in the U.S. were paired with EFL students at a university in Mexico taking a course to improve their spoken English. Through weekly journaling teacher candidates described student errors and reflected on the ties between what they learned in the linguistics class (theory) and made clinical decisions (practice) to help students improve their spoken English. Connecting teacher candidates with students from around the world via teleconference in this study showed evidence that these TESOL teacher candidates were positively influenced by their participation in this experience. This paper describes four patterns that focus on the ways virtual study abroad supported teacher candidates' learning as they interacted with EFL students: (1) Integration of challenging course material; (2) Application of course knowledge; (3) Connections made between culture and language; and (4) Recognition of stereotypes. Each of these four themes is highlighted with example quotes from teachers' journals.

Reflective practice is at the core of teacher education programmes and is highly regarded as an essential component in the education of new and experienced teachers. Given the recent interest in language use and the role of discourse in articulating knowledge of one's practice, this paper focuses on how two groups of early career teachers from distinct teaching contexts engage in reflection. The study aims to (i) investigate how they reflect and (ii) explore to what extent their reflections may be influenced by their contexts. The paper mines two small written sub-corpora, which are part of the larger 200,000-word Corpus of Reflective Practice (CoRP). Using corpus-based tools and methodologies, the paper identifies distinct trends which reveal insights into different conceptualisations of reflective practice. As a result, the paper raises awareness of the need to consider (inter)national cultural sensitivity, and questions the assumption that early career reflective practice is flexible enough to work across cultural, social and institutional differences and influences without more careful guidance and consideration. The paper also highlights a predominant shared trait across the data which signals the need to see reflective practice as a process and to value the kind of reflective practice in which early practitioners engage as being reflective of their stage in the process.

This article examines the genre of syllabus in higher education. In particular, it focuses on the intertextuality and interdiscursivity of paper-based and web-mediated syllabi and the ways they are used to promote links between various academic--classroom and research--genres and discourse communities. The corpus consists of ten syllabi with different interactivity levels. To avoid discrepancy in content, only syllabi for introductory linguistics courses offered at several US universities have been selected. The study shows that the syllabus is not only a document, but also a site of intertextuality and interdiscursivity. It is also demonstrated that the syllabus is utilized by instructors both to manifest their membership in multiple discourse communities and to socialize students into (some of) them. Finally, it is suggested that even though the digital medium increases interactivity of the syllabus, web-mediated and paper-based syllabi can still be treated as instantiations of the same genre. (Contains 1 table.)

James E. Alatis has a distinguished career in Foreign Language teaching and Bilingual Education that spans 50 years. Early in his career he served as a language researcher for the U.S. Departments of Education and State. At Georgetown University in Washington, District of Columbia (DC), he has been a professor of linguistics and Modern Greek since 1966 and was dean of the School of Languages and Linguistics from 1973 to 1994. His record of professional service is outstanding; he has served numerous national and international organizations in management and advisory positions. For 21 years, Dr. Alatis was the executive director of the international association Teachers of English to Speakers of Other Languages (TESOL). During his tenure, TESOL grew from 337 members in its first year (1966) to over 12,000 in 1987. Dr. Alatis has also been chair of the annual Georgetown University Round Table on Languages and Linguistics. He has published dozens of articles in scholarly journals, written and edited numerous books, and delivered hundreds of presentations at conferences around the world. When TESOL created an annual award to recognize outstanding and extended professional service, it was named the James E. Alatis Award in honor of his years of vision and leadership. TESOL also established the James E. Alatis Plenary Session at its annual convention. In this interview, Dr. Alatis talks about his career and shares his personal vision of the future of the English teaching profession. (Contains 4 notes.) [This interview was first published in Volume 42, No. 2 (2004).]

Increasing calls for equity and accountability in U.S. secondary schools have led to intensified scrutiny of the academic literacy development of English learning (EL) adolescents. This paper discusses some of the challenges that EL secondary students face in achieving the language and literacy skills that will enable them to succeed in their mainstream classes, graduate from high school, and continue their academic careers into college. It presents an instructional approach used to work with students on academic language development and describes the language resources that students were able to take up following instruction. This paper suggests ways that secondary teachers can teach their EL students to use linguistic analysis in order to recognize the expectations of academic writing and produce texts that increasingly incorporate the linguistic features of academic language.

In this article, the author critiques the MLA Report. His first response to the MLA report is that it clearly identifies a number of the problems facing modern languages departments today. Enrollments and majors are declining in most modern languages departments throughout the U.S. Other academic departments do not strongly enforce language requirements, especially the modern languages requirements for PhD students. Most other departments are not looking to modern languages departments for integrated or interdisciplinary studies. Modern languages departments often have serious divisions among their faculty, especially between the language teachers and the literary scholars. Most senior faculty do not, and for the most part do not want to, teach language courses. Finally, the Report notes that "the standard configuration of foreign language curricula" is in need of major rethinking. Yet, a Report that, in part, blames modern languages department difficulties on a lack of cooperation from other university departments would seem to suggest a limited vision in an increasingly competitive university environment. His second response is that this Report does not provide many useful guidelines for radically different modern language instruction in U.S. universities in the coming years. In brief, it seems to be written for the benefit of the modern languages faculty. It gives little serious thought to contemporary students in U.S. universities and how they could be encouraged to learn and use foreign languages. However, the future of foreign language study at U.S. universities is not likely to rest with what faculty want, but with what students want, or at least what students are willing to value. There seems to be very little awareness in the Report that university curricula need to address relevance to student needs first and foremost.

The paper outlines the modernization experience of philology Master programs in Ukraine, the USA, Poland and Russia. It has been proved that the Masters' training is on the search educational strategies phase, which allows to form a single educational space on the principles of internationalization, institutionalization, integration, cultural convergence, common goals and values. An important field of Masters' training is a competency-based approach. It is based on the idea of flexibility, variability of programs, and profiling, philological integration with other humanities, criteria, standards and principles of improving the quality of education. Attention is focused on the formation of constructive-technological, operational, educational, reflective, educational, qualimetric and creative skills of future teachers. Among the perspective forms of education lecture is distinguished as it is focused on the co-creation and co-thinking of lecturer and students, monographic lectures. Among innovative teaching methods and assessment of Master training are selected case-method, cluster, reference compendium, portfolio, performance tests. The variability of final work is defined as an effective way of learning individualization. It has been proved that the result of Master's training should be the specialist with a high level of social maturity, active citizenship, education, culture and responsibility for his professional and scientific activity.

Copyright of RILCE. Revista de Filología Hispánica is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores language beliefs and writing practices of an international scholar in Biochemistry working at a large U.S. research university. Although the participant articulated monolingual ideologies and a desire to become like a 'native speaker,' he did not consider advanced writing skills in English a prerequisite for publishing in English in his field. Through 'talk-around-text' (Lillis 2008) and visits to his laboratory, we examine what resources the participant deemed valuable in the process of producing a scientific article. Adopting a spatial orientation to writing (Canagarajah 2018a), we pay particular attention to the spatial repertoires that shaped his recent first-author publication. We bring out the tensions between his language ideologies and actual communicative practices and discuss the theoretical and pedagogical implications of our research. Ultimately, we argue that a spatial orientation to communication expands the notion of bilingualism by urging us to consider people's actual creative practices of meaning-making in particular spaces rather than focus on isolated cognitive abilities. [ABSTRACT FROM AUTHOR]

The works of contemporary artists Xu Bing, Ed Pien and Gu Xiong are involved in bringing to light some of the factors inherent in social, cultural and linguistic translation. In doing so, each artist is also engaged in the nuanced activity of moving between historical and contemporary aesthetic strategies in order to interrogate the way meaning is produced through materials-based iterations, against a backdrop of public culture. This essay situates the works of Xu Bing, Ed Pien and Gu Xiong in relation to each artist's own respective practice which has spanned more than twenty years. Concentrating specifically on projects where the artists mobilize western-influenced art methodologies and refer to traditional Chinese/Asian art styles, the essay makes canny revelations about the nature of communication, and on linguistic and material translation, in contemporary culture in the globalizing world. (Contains 9 figures and 8 endnotes.)

In the face of the globalizing tendencies of our times, religious communities will depend on the appropriations and reinterpretations of traditions in constant dialogue with increasingly diverse cultural groups. Religious communities that want to respond to the challenge of cultural pluralism cannot hold to the idea of religion as something a-historical, culturally transcendent, or ethnically neutral, which will remain unchangeable by the creative force of human diversity. Instead, a more constructive approach will render religion as a culturally shaped phenomenon whose dynamism depends on the deliberate efforts to "re-ligare" every human group to a shared source of belief and faith. To invite further exploration and further dialogue on the subject of multicultural religious education, the author draws on his experience as a bilingual religious educator to propose several ways in which a new "bilingual aesthetic" could reshape religious education and practices: (1) it could assist religious educators in teaching the universality of a shared faith and mission while sustaining the value of diversity in matters of doctrines, theological approaches, worship expressions, and traditions within that faith; (2) it can offer models of communication across diverse communities without forcing assimilation to one expression of faith in the process; and (3) it can help us evoke a sense of mystery and awe for the divine.

"Brown v. Board of Education" reminds this author, a linguist, of the linguistic diversity among black Americans, be they descendants of enslaved Africans--as he is proud to be--or Africans who escaped slavery. There is as much linguistic diversity among their race as among any other racial or ethnic group in the United States. When the Supreme Court handed down its landmark decision, "Brown" was hailed as the case that would lead to educational equality for all African Americans. That vision, however, has yet to be realized. In part, that is because, since "Brown," they have come to understand that racial segregation was only one obstacle standing in their way. This paper seeks to introduce some neglected linguistic dimensions into this realm, with particular attention to the "Brown" ruling and the growing linguistic diversity of black America. (Contains 1 figure.)

The author suggests that English-only classrooms are not only the implicit goal of much language policy in the United States, but also assumed to be already the case, an ironic situation in light of composition's historical role as "containing" language differences in U.S. higher education. He suggests that the myth of linguistic homogeneity has serious implications not only for international second-language writers in U.S. classrooms but also for resident second-language writers and for native speakers of unprivileged varieties of English, and that rather than simply abandon the placement practices that have worked to contain--but also to support--multilingual writers, composition teachers need to reimagine the composition classroom as the multilingual space that it is, where the presence of language differences is the default. (Contains 1 note.)

Tracing the effects of the "laissez-faire" postcolonial politics of language in the United States, which in fact enabled English to become the dominant language through cultural rather than institutional means, the essay then suggests how the linguistic memory that emerges from decolonization and nation building continues, often in unsuspected ways, to influence the language policy of the modern U.S. university and U.S. college composition. The author argues for a national language policy that moves beyond the notion of language as a right, with its lingering assumptions of English monolingualism as an ultimate goal, and instead fosters a linguistic culture where being multilingual is both normal and desirable.

The main goal of this paper is to explore students' initial and growing interest in a linguistics survey course. The course was taken by non-linguistics majors, for many of whom it was nevertheless a requirement. While required courses can mean low motivation, lack of particular interest, and little to no previous knowledge in the studied subject, the present study deals with students' rising interest, as measured throughout the semester. The participants were 26 undergraduate students (21 female and 5 male) at a mid-size R1 university in the southeastern United States, enrolled in the course during the fall semester of 2018. A brief questionnaire at the beginning of the semester confirmed that a significant percentage of the class was taking the course as a requirement and that the students were somewhat uncertain of what linguistics was. As the semester progressed, students' growing interest in linguistics became evident through unsolicited comments in their reflection papers, increased engagement in class, and in end-of-semester anonymous evaluations. A brief follow-up survey, sent out several weeks after the end of semester, confirmed the high number of students who initially considered the course a requirement, but then rapidly developed an interest in and appreciation for the subject. Using the Self-Determination Theory (2010) as a theoretical framework, it is argued that this significant change in attitude is due to fulfillment of the students' needs for autonomy, competence, and relatedness. As such, this study makes a significant contribution to the body of literature on student motivation, stimulating teaching methods, and the importance of required courses. [ABSTRACT FROM AUTHOR]

This paper presents a linguistic analysis of Spanish-English bilingual speech for scholars and practitioners of bilingualism. More specifically, the study surveys several outcomes of language contact, among these, inter-lingual transference, codeswitching, and convergence, as evidenced in the speech practices of heritage Spanish speakers in the United States. The emergent assessment is linguistically informed, thereby illuminating our understanding of bilingual speech forms, and encourages perspectives and pedagogies that validate bilingual speech practices.

This scoping review provides an overview of cancer interventions implemented with Arab Americans across the cancer control continuum, including an examination of outcomes and implementation processes. The search strategy included database searching and reviewing reference lists and forward citations to identify articles describing interventions with Arab adults living in the US, with no restrictions on date of publication or research methodology. The review included 23 papers describing 12 unique cancer interventions. Most interventions focused on individual-level determinants of breast and cervical cancer screening; used non-quasi-experimental research designs to evaluate intervention effectiveness; and demonstrated improvements in short-term cancer screening knowledge. Implementation processes were less commonly described. Most interventions were culturally and linguistically tailored to communities of focus; were delivered in educational sessions in community settings; engaged with the community mostly for recruitment and implementation; and were funded by foundation grants. Suggestions for research and intervention development are discussed. [ABSTRACT FROM AUTHOR]

There is a tradition of Public Linguistics--linguistics in aid of civic issues--in American linguistics that was strongly present at the beginning of the linguistics discipline and that continues to the present. Unfortunately, language has emerged as a political issue in American public life. The unity of America is not threatened by language, but many people believe otherwise. (Author/VWL)

Background: Chinese American immigrants have been underrepresented in health research partly due to challenges in recruitment. Objectives: This study aims to describe recruitment and retention strategies and report adherence in a 7-day observational physical activity study of Chinese American immigrants with prior gestational diabetes during the COVID-19 pandemic. Methods: Foreign-born Chinese women aged 18--45 years, with a gestational diabetes index pregnancy of 0.5--5 years, who were not pregnant and had no current diabetes diagnosis were recruited. They wore an accelerometer for 7 consecutive days and completed an online survey. Multiple recruitment strategies were used: (a) culturally and linguistically tailored flyers, (b) social media platforms (e.g., WeChat [a popular Chinese platform] and Facebook), (c) near-peer recruitment and snowball sampling, and (d) a study website. Retention strategies included flexible scheduling and accommodation, rapid communications, and incentives. Adherence strategies included a paper diary and/or automated daily text reminders with a daily log for device wearing, daily email reminders for the online survey, close monitoring, and timely problem-solving. Results: Participants were recruited from 17 states; 108 were enrolled from August 2020 to August 2021. There were 2,479 visits to the study webpage, 194 screening entries, and 149 inquiries about the study. Their mean age was 34.3 years, and the mean length of U.S. stay was 9.2 years. Despite community outreach, participants weremainly recruited fromsocialmedia (e.g., WeChat). The majority were recruited via near-peer recruitment and snowball sampling. The retention rate was 96.3%; about 99% had valid actigraphy data, and 81.7% wore the device for 7 days. The majority of devices were successfully returned, and the majority completed the online survey on time. Discussion: We demonstrated the feasibility of recruiting and retaining a geographically diverse sample of Chinese American immigrants with prior gestational diabetes during the COVID-19 pandemic. Recruiting Chinese immigrants via social media (e.g., WeChat) is a viable approach. Nonetheless, more inclusive recruitment strategies are needed to ensure broad representation from diverse socioeconomic groups of immigrants. [ABSTRACT FROM AUTHOR]

In the rapidly changing circumstances of our increasingly digital world, reading is also becoming an increasingly digital experience: electronic books (e-books) are now outselling print books in the United States and the United Kingdom. Nevertheless, many readers still view e-books as less readable than print books. The present study thus used combined EEG and eyetracking measures in order to test whether reading from digital media requires higher cognitive effort than reading conventional books. Young and elderly adults read short texts on three different reading devices: a paper page, an e-reader and a tablet computer and answered comprehension questions about them while their eye movements and EEG were recorded. The results of a debriefing questionnaire replicated previous findings in that participants overwhelmingly chose the paper page over the two electronic devices as their preferred reading medium. Online measures, by contrast, showed shorter mean fixation durations and lower EEG theta band voltage density – known to covary with memory encoding and retrieval – for the older adults when reading from a tablet computer in comparison to the other two devices. Young adults showed comparable fixation durations and theta activity for all three devices. Comprehension accuracy did not differ across the three media for either group. We argue that these results can be explained in terms of the better text discriminability (higher contrast) produced by the backlit display of the tablet computer. Contrast sensitivity decreases with age and degraded contrast conditions lead to longer reading times, thus supporting the conclusion that older readers may benefit particularly from the enhanced contrast of the tablet. Our findings thus indicate that people's subjective evaluation of digital reading media must be dissociated from the cognitive and neural effort expended in online information processing while reading from such devices. [ABSTRACT FROM AUTHOR]

The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed. [ABSTRACT FROM AUTHOR]

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology. [ABSTRACT FROM AUTHOR]

Introduces a series of articles dealing with psycholinguistics that were previously presented at the Columbia University New York 2000 Conference on Human Sentence Processing held in La Jolla, California from March 30 to April 1, 2003.

This study addressed the intractable issue of ensuring that all students, including those who are linguistically and culturally diverse, have access to high quality science education. We explored the efforts of two organizations in the United States (one that supports science teachers and one that focuses on language development) to design resources that can inform science instruction for multilingual learners. We used Bronstein's (2003) framework for interdisciplinary collaboration to shed light on the institutional, program, and interpersonal factors that defined and helped sustain the collaboration between the two organizations. The findings showcase what it takes to integrate equity, science, and language development considerations in resources designed to inform content-area instruction for multilingual learners. The paper adds to the nascent literature on the role of interdisciplinary collaboration in supporting the science education of multilingual students and is unique in its exploration of both the process and the product of this collaboration. [ABSTRACT FROM AUTHOR]

Encouraging knowledge flow between mutually relevant disciplines is a worthy aim of research policy makers. Yet, it is less clear what types of research promote cross-disciplinary knowledge flow and whether such research generates particularly influential knowledge. Empirical questions remain as to how to identify knowledge-flow mediating research and how to provide support for this research. This study contributes to addressing these gaps by proposing a new way to identify knowledge-flow mediating research at the individual research article level, instead of at more aggregated levels. We identify journal articles that link two mutually relevant disciplines in three ways—aggregating, bridging, and diffusing. We then examine the likelihood that these papers receive subsequent citations or have funding acknowledgments. Our case study of cognitive science and educational research knowledge flow suggests that articles that aggregate knowledge from multiple disciplines are cited significantly more often than are those whose references are drawn primarily from a single discipline. Interestingly, the articles that meet the criteria for being considered knowledge-flow mediators are less likely to reflect funding, based on reported acknowledgements, than were those that did not meet these criteria. Based on these findings, we draw implications for research policymakers. [ABSTRACT FROM AUTHOR]

Language is one of the elements that create reality. The following paper aims at showing the role of particular languages in constructing the image of disability. Speaking in a particular way, people portray different items, persons etc. The process of the construction may result in shaping varied attitudes and emerging different labels. The paper is a comparison of words used in the field of disability in two countries: Poland and the United States. The vocabulary comes from two sources: in the case of Poland it is the website niepelnosprawni.pl while in the case of the United States - the resources of Disability History Museum, which are available online. There are two reference points for the analysis. The first one is the Stigma concept by Erving Goffman. It implies stereotyping and labeling. On the other side there is the Other - the idea by Emmanuel Levinas. In turn, the basis of his approach are respect and love. The paper aims at demonstrating in which country the vocabulary used is closer to the Levinas` theory. It is also a try to show where the usage of words may be more challenging. [ABSTRACT FROM AUTHOR]

Purpose: Individuals with aphasia identify discourse-level communication (i.e., language in use) as a high priority for treatment. The central premise of most aphasia treatments is that restoring language at the phoneme, word, and/or sentence level will generalize to discourse. However, treatment-related changes in discourse-level communication are modest, are poorly understood, and vary greatly among individuals with aphasia. In response, this study consisted of a multilevel discourse analysis of archival, monologic discourse outcomes across two high-intensity Semantic Feature Analysis (SFA) clinical trials. Aim 1 evaluated changes in theoretically motivated discourse outcomes representing lexical-semantic processing, lexical diversity, grammatical complexity, and discourse informativeness. Aim 2 explored the potential moderating role of nonlanguage cognitive factors (semantic memory, divided attention, and executive function) on discourse outcomes. Method: This study was a retrospective analysis of archival monologic discourse outcomes after intensive SFA for n = 60 (Aim 1) and a subset n = 44 (Aim 2). Outcome measures included lexical-semantic processing (% semantic errors), lexical diversity (moving average type-token ratio), grammatical complexity (mean utterance length), and discourse informativeness (% correct information units). Bayesian generalized mixed-effects models were used to examine changes across four study time points: enrollment, entry, exit, and 1-month follow-up. Results: The present study found no evidence for meaningful or statistically reliable improvements in monologue discourse performance after SFA when measured using standard, general-topic discourse stimuli. There was weak and inconsistent evidence that nonlanguage cognitive factors may play a role in moderating treatment response. Conclusions: These findings indicate a clear need to pair theoretically informed treatments designed to facilitate generalization to discourse with intentional measurement paradigms designed to capture it. Furthermore, there is a clear need to examine how established treatments, restorative or compensatory, can better facilitate generalization to discourse-level communication. These priorities are critical for meaningfully improving everyday communication and reducing the profound communication and psychosocial consequences of aphasia. [ABSTRACT FROM AUTHOR]

Reports on the presentation of Raven I. McDavid of his H.L. Mencken correspondence and the 1963 manuscript of the 1963 revision of Mencken's classic study 'The American Language: An Inquiry Into the Development of English in the United States' to the Newberry Library of Chicago, as of June 1979. Description of the letters; Value of the literature; Benefits for U.S. linguistics.

This article introduces the topics featured in the September 1989 issue of "International Journal of the Sociology of Language." This issue focuses on the rich linguistic heritage of Latinos in the U.S. The Spanish-speaking population in the U.S. presents a complex sociolinguistic situation which should be the object of further study. It is precisely the growth and diffusion of the Spanish-speaking population throughout the U.S., coupled with increased use of Spanish in bilingual education programs, voting services, and the courts, that has caused the criticisms raised by supporters of the English-only movement in the last decade.

This paper is aimed at highlighting the problem of the use of emotive-evaluative vocabulary in the English-language mass media political discourse, which is a relevant topic since the scope of media texts in English is widespread in the information community and the media language is the basic means for communication, phrasing, conveying and storing information. Political discourse is a popular area of research of linguistics, as it covers all aspects of modern life and society. Being mainly broadcasted by the politicians, it is considered a complex linguistic phenomenon, whose objectives, direct or indirect, are aimed at disseminating, implementing political authorities and obtaining the majority of votes during the election campaigns. The article is devoted to the evaluation categories, which refer to the semantic and pragmatic categories and can be one of the strongest tools of influence on the public. Within the framework of our research 29 English articles, posted on the Internet, concerning the political leaders of the United States and Great Britain, attributing the personal characteristics to them, were analysed. Using the continuous sampling method there was found 214 examples of English emotive-evaluative vocabulary. During the study, the methods of compilation, interpretation, and descriptive methods were used. [ABSTRACT FROM AUTHOR]

The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university's collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students' language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership. [ABSTRACT FROM AUTHOR]

Purpose and Method: In this study, the author employed a positivist perspective and framework, utilizing a scoping methodology to systematically explore the extant research literature in speech-language pathology pertaining to literacy interventions for children from culturally and linguistically diverse (CLD) backgrounds. Results: The scoping review encompassed 22 studies selected from a pool of 908 sources, uncovering 34 literacy strategies presented in an evidence map. These strategies, intended for both school-age and preschool children, were implemented across diverse populations, including Indigenous communities, dual language learners, and children with disabilities. The strategies identified offer valuable insights for intervention planning and piloting. Conclusions: The review underscores the significance of culturally responsive literacy interventions in fostering inclusive and supportive learning environments for CLD learners. Additionally, two illustrative case studies are presented to exemplify the application of the identified strategies and discussed in the context of implementing Universal Design for Learning principles for all students. [ABSTRACT FROM AUTHOR]