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This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers' political dialogues are opened up and closed down. Explorations of 'political dialogue', or how teachers respond to issues they deem of political concern, is pertinent for teaching's inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the contradictions and jostling interplays between dialogism's in-betweenness and dialectic's one-ness, excerpts are analysed from a doctoral study involving 10 Victorian, Australian ECE teachers. This framing and analysis signal the potential ramifications of a dialectical closing down of ECE teachers' political dialogues in addition to how dialogism's in-betweenness fosters openness. Contemplating these language strategies, the paper highlights how a silencing divisiveness may transpire, prompting a need for genuine listening in the threshold in-between the self and other. [ABSTRACT FROM AUTHOR]

Recent studies explore youth and children language brokering at the interface of caregiving for their migrant families and frame this conceptualisation as interactionally mediated practicing of care with the overall purpose of family sustainability during the family's coping process within the migration context. From this joint perspective, youth and children brokers appear to provide actively care through language while conducting everyday brokering practices to fill interactional gaps between their families and the wider society, and enable the interactional parties involved to express themselves. During this mediation, interactional strategies are crucial because language brokering is beyond translating and interpreting. Drawing on ethnographic data, the paper shows the unique ability of linguistic ethnography to scrutinise interactional strategies in relation to care and applies this approach to examine a number of strategies that Sima, the main young language broker of an Afghan family in Denmark, employs during her within-family brokering. Whereas previous studies have shown that language and culture brokers in their brokering practices act from the perspectives and experiences of their families and the wider society, this paper demonstrates how Sima's awareness of multiple competing perspectives within family interactions facilitates her mediation in caring for the family's parent–child relationships and reconciliation. [ABSTRACT FROM AUTHOR]

The way a young child uses language has an impact on their future life. Early language acquisition is a determinant in adult employment, mental health and relationships with others. At the same time there is a broad evidence base that play and learning in the natural environment is beneficial for young children's physical, emotional, social and cognitive development. However, literature about how these two contributions to children's early development intersect and combine, in particular whether and how early language learning in children aged between 3 and 7 years might be enhanced in nature, is harder to find. For this paper, we undertook a systematic literature review to explore and report on research within this important area. Based on an in-depth study of 181 articles, we found that scant literature exists about how children's language is developed within natural environments. Although this appears to be a topic that is discussed in practice-oriented publications, it was found that very few researchers are focusing on and reporting within this area. Twelve papers were thoroughly analysed and three themes identified and discussed; desire to communicate, communication skills and literacy skills. This paper concludes by suggesting areas for future research. [ABSTRACT FROM AUTHOR]

Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for ab initio Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners' pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed. [ABSTRACT FROM AUTHOR]

This paper explores the following questions: What is reading all about, as our technical milieu becomes increasingly digital and our reading increasingly automated? What is entailed in closely reading a book, in studying and handling the book as an object? And what is the role of philosophy—and in reading philosophy—as we grapple with new technical modes of reading? Guided by philosopher Gilbert Simondon, this paper compares the language heuristics of large language models (LLM) with human reading practices, revealing parallel and diverging technical tactics, with the aim of increasing our understanding of how and why these algorithms are part of our technical reality. This comparison moves beyond concerns with automation and alienation, using Simondon's notions of technicity and transindividuality to philosophically analyze the nature of collaborative reading in a distraction economy, and the extent to which transformer neural network models achieve an implicit embodied or grounded sense of language-use. [ABSTRACT FROM AUTHOR]

Africans' voices and contributions to communication scholarship are of interest to many Africanists. Some discourses have explored reasons for this interest. This article continues this conversation. It recognizes the challenges contributing to the limited influence of the African voice in global communication scholarship and contributes to the theorizing of the African media. There are a range of factors impeding robust African engagement in global communication scholarship. These factors are explored in this paper. However, African scholars should look beyond these factors. The first part of the article explores reasons for the lack of active African input in this discussion. The second part of the paper explores the peculiarities of Africa that should form building blocks for the emergence of African media typologies. The extant normative media theories fail to consider the realities of African governance structures and philosophies. These should lead to a media framework more reflective of the realities of Africa. Indeed, the article proposes a conversation of four media typologies that closely match the continental conditions: pragmatic authoritarianism, pragmatic progressive, pragmatic libertarianism, and civil society. [ABSTRACT FROM AUTHOR]

This paper investigates Gibraltar in a state of linguistic transition. This transition is feared by many to culminate in the loss of Llanito among younger generations. Llanito is a local variety made up of code-switched Gibraltar-Spanish, Gibraltar-English, Genoese, culturally specific words, and loanwords from other Mediterranean varieties. To evaluate the scope of this loss, this paper presents interviews with Gibraltarian politicians, as elected representatives who can influence the language situation, and grandparents who have contributed to the generational replenishment of Llanito. Llanito reflects Gibraltar's culture of hybridity, and this paper interrogates why Llanito is in decline among younger generations. Gibraltar has the ability to transform this situation: educational policy, community effort, and oral and written preservation of Llanito can help to maintain Llanito and save its linguistic loss. [ABSTRACT FROM AUTHOR]

This paper aims to explore Michel Serres' approach to issues of text, writing and language. In a first step, his own textual parasitism—his use of other texts without adhering to the academic conventions of citational practices—shall be assessed on grounds of the notion of intertextuality, comparing his position to Roland Barthes and Julia Kristeva. It shall be shown that Serres—understanding writing as an act of invention—seems to return to a traditional author position by conceiving of himself in terms of a creative writing subject. A second step of the paper will explore Serres' search for a language of the natural, material world by discussing his critique of the anthropocentrism of language. Serres' own project of reconnecting language with the material world shall be discussed within the context of his own intertextual dependency on other authors and his interest in information theory as connecting different signifying systems. The paper will end with observations on Serres' experimental style of writing, which attempts to bring the body and nature into language. [ABSTRACT FROM AUTHOR]

The fast growth of communication technology has brought nations and their cultures closer together, and the demand for cross-language communication has risen tremendously. There is a different learning method to connect the source language to the target language in which unsupervised learning is a blessing for low-resource languages. The unsupervised machine translation is always problematic to those languages which are morphologically rich and low resources languages. Morphologically rich and low-resource language does not provide good results in machine translation if the translation is from morphologically less complex language to morphologically more complex languages. In this paper, we have improved the unsupervised neural machine translation by tackling the ambiguity problem and the quality of pseudo-parallel sentence pairs generated through back-translation for morphologically rich languages. The ambiguity problem is solved by taking the cross-lingual sense embedding at the source side instead of cross-lingual word embedding. By giving more weight to better pseudo-parallel sentence pairs in the back-translation step, the quality of pseudo-parallel sentences is increased. Different evaluation metrics have been used to check the robustness of the model and compared with different baseline models. The experiment is performed on different morphologically rich languages English-Hindi, English-Tamil, English-Telegu, and one low-resource endangered kangri language. [ABSTRACT FROM AUTHOR]

This paper looks at cognition from the perspective of Yaśovijaya-sūri’s Jaina-tarka-bhāṣā. Considering the nature of sensory cognition (mati-jñāna), represented by the four stages (sensation, speculation, perceptual judgement, retention) and of verbal cognition (śruta-jñāna), it reflects on the form and rendering of the word as a raw, physical sound or the meaningful particle of language linked to an infinite number of other such particles, deeply rooted in reliance on linguistic convention. The author considers here what properties such cognition recognises and relates to them especially in light of the theory of viewpoints, providing a contribution to reflections on its meaning. The other questions posed in the article are: which prerequisites are met by people between whom this kind of communication takes place and what role do the scriptures play? Yaśovijaya-sūri’s thought is set in the broader context (Siddhasena Divākara, Jinabhadra Gaṇi, Vādideva-sūri, Dharmabhūṣana, Vinayavijaya Gaṇi), with emphasis of his sources of inspiration. [ABSTRACT FROM AUTHOR]

Business Process Model and Notation (BPMN) is a standard formalism for business process modeling that is very popular in professional practices due to its expressiveness, the well-defined meta-model, and its easiness of use by non-technical users. For instance, BPMN2.0 is used for business processes in commercial areas such as banks, shops, production, and supply industry. Due to its flexible notation, BPMN is increasingly being used in non-traditional business process domains like education. The presented research work aims to develop a valid extension by applying the BPMN representation of pedagogical scenario in connectivist cMOOC context. BPMN provides a set of generic process modeling elements that make it necessary to extend the language and notation by domain-specific concepts from connectivist pedagogical approach. Therefore, BPMN2.0 extensibility mechanism was explored to include the representation of specific cMOOC pedagogical concepts. Moreover, this paper provides an analysis of the requirements of those concepts. Based on a cMOOC-oriented pedagogical scenario model, the need for an extension is identified and the valid BPMN extension meta-model is designed by the construction of a conceptual domain-specific model and the corresponding BPMN extension model. [ABSTRACT FROM AUTHOR]

Cross-nationally, urbanization is associated with the decline of minority languages and a shift towards national and official languages. But the processes that link urbanization with language shift have not been adequately documented. In this paper we consider the relationship between cities and language shift from a sociolinguistic perspective, focusing our attention on the issue of language use and language shift in Indonesia – a large, ethnically and linguistically diverse, rapidly urbanising country. We use census data to examine how ethnic diversity shapes language shift in the context of urbanicity. We find that in ethnically homogenous regions, urbanicity itself has little relationship with language shift. By contrast, ethnic diversity is consistently associated with a greater probability of speaking Indonesian both among urban and rural Indonesians and in urban and rural areas. These findings contribute to our understanding of language shift and linguistic vitality in diverse, urbanising societies, and highlight the need to distinguish between the process of urbanization and the state of being urban. [ABSTRACT FROM AUTHOR]

Objective: Approximately 20% to 40% of children with hearing loss encounter psychosocial difficulties. This prevalence may be outdated, given the advancements in hearing technology and rehabilitation efforts to enhance the psychosocial well-being of these children. A systematic review of up-to-date literature can help to identify factors that may contribute to the children's psychosocial well-being. Design/Study sample: A systematic review was conducted. Original articles were identified through systematic searches in Embase, Medline, PsychINFO, and Web of Science Core Collection. The quality of the papers was assessed using the Newcastle-Ottawa Quality Assessment Scale and custom Reviewers' Criteria. Results: A search was performed on 20 October 2022. A total of 1561 articles were identified, and 36 were included for review. Critical appraisal led to 24 good to fair quality articles, and 12 poor quality articles. Conclusion: Children with hearing loss have a twofold risk of experiencing psychosocial difficulties compared to normal hearing peers. Estimates for functioning in social interactions, like speech perception (in noise) or language proficiency, have proven to be more adequate predictors for psychosocial difficulties than the degree of hearing loss. Our findings can be useful for identifying children at risk for difficulties and offering them earlier and more elaborate psychological interventions. [ABSTRACT FROM AUTHOR]

Deictic pronouns refer directly to the extralinguistic world (as in Stop her!), while anaphoric pronouns refer to elements introduced in discourse (as in My best friend is Mary. John adores her.). The distinction is central to linguistic theory and may be central also for understanding aphasia. This paper compares the production of deictic and anaphoric pronouns in fluent aphasia and non-fluent aphasia. It does so both for English and for Tagalog, which allows extensive omission of pronominal arguments. For both languages, the results show a dissociation between deictic and anaphoric pronouns. Non-fluent aphasic speech displays a lower proportion of anaphoric pronouns to non-pronouns than non-brain-damaged speech, while the proportion of deictic pronouns to non-pronouns is either not different (Tagalog) or higher (English). In contrast, fluent aphasic speech displays a higher proportion of deictic pronouns to non-pronouns, while the proportion of anaphoric pronouns is either not different (Tagalog) or lower (English). [ABSTRACT FROM AUTHOR]

Background: Teachers' views of nature of science (NOS) play a key-role in how they teach science and can significantly impact their students' understanding of and achievement in science. NOS has been a curriculum goal in science education for several decades. Therefore, there is a need for assessment tools that can examine views of NOS in the language spoken by teachers and used in their teaching. Purpose: This paper reports the development, through translation and validation of a measure for assessing NOS understanding in the Arabic language, specifically, the Reconceptualised Family Resemblance Approach to Nature of Science Questionnaire (RFNQ). The RFNQ has already been validated for use in English and Turkish languages; however, a validated version of the questionnaire in Arabic is lacking. Method: The RFNQ was adapted to Arabic and validated according to widely accepted guidelines for cross-cultural adaptation of questionnaires for different languages. These incorporated forward translation, critical assessment by a panel of Arabic native experts and experienced teachers, and back-translation. Sample: Subsequently, a total of 130 pre-service teachers completed the questionnaire to assess the internal consistency of the constructed Arabic version (RFNQ-AR). Results: The RNFQ-AR was developed through a comprehensive procedure to ensure accurate translation and meaning. Further, the RFNQ-AR questionnaire reliability coefficient for the whole items found to be acceptable (α = 0.89) and varied per scale between 0.72 and 0.74, which is standard for internal consistency reliability. Conclusions: Current estimates of 422 million Arabic speakers worldwide indicate the need for assessment tools to be available in Arabic. Questionnaires such as the RFNQ-AR will facilitate research into teacher understanding of NOS and enable evidence-based training in this area to ensure optimal student performance. [ABSTRACT FROM AUTHOR]

The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the theory of practice architectures (TPA) may provide a framework for understanding what happens as schools pursue this transformation. We critically examine whether TPA can provide an epistemologically and ontologically appropriate methodology to support change in schools with significant cohorts of First Nations students. A key premise of TPA is to uncover the meanings and impacts of the practices of the people entangled in school sites, and reveal the usually unseen structural arrangements that allow these practices to unfold. We contend that by making these arrangements visible, those involved in schooling are enabled to contribute to the transformative change that will foster culturally nourishing practices. [ABSTRACT FROM AUTHOR]

In children's early years, they frequently pretend, create and take on roles while engaging in the dramatic play area where symbols, language and culture are spontaneously developed and applied. Although abundant research has been conducted on sociodramatic play incorporating digital tools and using props, previous research has given less attention to children using non-functional communication devices as play props. This paper aims to explore children's language development using non-functional communication devices, such as cell phones, through sociodramatic play, and the study was conducted in two preschool classrooms with 4–5-year-old children. We find that children who incorporate non-functional communication devices into their sociodramatic play expand their language use, extend storylines, develop new characters and practice new words and ways of speaking. Additionally, the inclusion of these devices affords children opportunities to explore imaginary storylines and cultural language usages, rules and norms in different relational ways. [ABSTRACT FROM AUTHOR]

This document is a list of references cited in a research article about language introduction for recent arrivals at upper secondary school and folk high school. The references cover a range of topics related to language awareness, multilingualism, teacher education, and educational practices for migrant students. The document provides a comprehensive list of sources that library patrons can consult for further research on these topics. [Extracted from the article]

This study explores the dynamics of migration in the growing prominence of German in Nigeria, and the ways self-perception of language competence shapes ethnolingual belonging and future trajectories of transmigrant Nigerians residing in Germany. Drawing on promotional texts of German language schools and migration-themed discourses on Nairaland, I show that while German is mainly espoused for migration purposes back at home, most Nigerians in Germany conceptualise belonging and otherness through the lens of language proficiency—a perspective that rationalises their inclination towards relocating to Anglophone destinations for greater linguistic capital and social inclusion. I argue that the narrowed view of German as a migration asset impedes its wider adoption and mainstreaming in the Nigerian linguistic market, and illuminate the complex nexus between language, racialisation, migration, and belonging, as well as the tenuous link between language learning and acculturation. The paper offers insights into the ways language competence shapes ethnolingual membership and migration patterns in a globalised world and suggests a nuanced understanding of new language acquisition. [ABSTRACT FROM AUTHOR]

The evolution of digital technologies has frequently been hailed as a 'game-changer' in education. However, like previous technological innovations, such as television, these recent developments have failed thus far to demonstrate any significant large-scale improvement in the quality of educational provision or in educational outcomes. The papers in this special issue suggest that there is potential to change this scenario. Digital platforms such as Binogi have been able to exploit technological advances such as vastly improved crosslinguistic machine translation ushered in by artificial intelligence to make curriculum content much more accessible to multilingual students. Drawing on the papers in this special issue, I highlight three dimensions of digital learning environments that have demonstrated pedagogical credibility to enhance multilingual learners' development of literacy and their acquisition of academic content in the target language: (a) they provide extensive access to and promote engagement with written (and oral) input in the target language, (b) they provide instructional scaffolds within the digital environment to promote both awareness of how language works and intentional learning of academic concepts and subject matter content, and (c) they encourage and enable students to become autonomous learners who are capable of self-regulating and evaluating their own learning. [ABSTRACT FROM AUTHOR]

AbstractIn this paper, consideration is given to contemporary culture’s impact on language and its communicative potential. Drawing on psychoanalytic understanding of the human herd instinct, particularly in time of strife, this essay outlines what the “talking cure” has to offer as counterpoint to group think and as a means to enter into all that is idiosyncratic and individual in the use of language. [ABSTRACT FROM AUTHOR]

Australian Indigenous languages contribute to the linguistic diversity and wealth of the nation and the world, yet are highly vulnerable due to continuing legacies of colonization. Speakers show resilience and creativity in maintaining languages and creating new ways of speaking as they adapt to forced relocation, societal changes and pressure from English. Documentation of these languages provides resources for speakers, educators and researchers interested in understanding language continuity, change and learning. The Longitudinal corpus of language acquisition, maintenance and contact: Warlpiri & Light Warlpiri contains recordings and transcriptions of the speech of adults and children in four Warlpiri communities in the Northern Territory, Australia. In one community a new contact language, known as Light Warlpiri, has emerged, and the corpus provides the documentation for perspectives on its emergence and continuity, including the roles of child speakers, and also of the maintenance of the traditional language, Warlpiri. The corpus also contains recordings of Warlpiri spoken by adults and children in four communities in 2010, providing a snapshot of Warlpiri across generations at that point in time. This paper describes the rationale for and development of the corpus. [ABSTRACT FROM AUTHOR]

This paper proposes a concept of campus vitality of languages: the ability of a language to maintain its prestige, visibility and continuity on university campuses. A seven-factor framework is developed for on-the-ground investigation of the relevant languages in a given campus context. These indexical factors are the number, distribution, and proportion of users; usage and visibility in campus domains; and institutional and user attitudes toward the languages. The application of this framework in a second-tier university in China reveals some sociolinguistic information: the presence of more languages on campus does not necessarily increase students' diversity experiences; English supremacy in higher education in China is posing a threat to the status of the national language in the academic domain, an issue that has drawn administrative attention from the government; a more balanced ecology is not only desirable but also achievable if the seven-factor framework is followed by government and by university management. [ABSTRACT FROM AUTHOR]

Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual programs in sub-Saharan Africa, with a particular focus on programs in six Francophone West African countries (Niger, Senegal, Mali, Burkina Faso, Côte d'Ivoire, Cameroon). We identified factors critical to high-quality and effective bilingual programs. Implementation factors, such as teacher training and classroom resources, and socio-cultural factors, such as perceptions of local languages in education, constrain and contribute to the quality of bilingual education. These insights may help inform policy-makers and other stakeholders seeking to improve bilingual education programs in Francophone West Africa and other contexts. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention. The study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children's second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question. While some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged. The results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions. [ABSTRACT FROM AUTHOR]

This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people identifying as LGBTQ+. The article subscribes to a poststructuralist theoretical framework which sees gender and sexual identities as multiple, fragmented and constructed in relation to others and within the systems of knowledge and power that exist in schools. The article demonstrates the benefit to schools of having social work students on practice placement. The students' own reflections critically contemplate the way in which they were able to spend more prolonged periods of time with young people than the teachers could, both with individuals and LGBTQ+ groups. The students' reflective portfolios show the value of the school placements to their own development of knowledge and skills [ABSTRACT FROM AUTHOR]

Anti-oppressive global citizenship education (GCE), a specific strand of critical GCE, is a new field, especially concerning empirical studies within English classrooms. Based on an anti-oppressive GCE framework and the research question, "what does anti-oppressive theory look like in practice in English classrooms and how can this be woven into GCE?", this paper explains the results of a project which used a portraiture methodology to collect and analyze approximately 6 hours of semi-structured interviews, detailed impressionistic records, and several lessons collected with one secondary school English teacher in Ontario, Canada. The portrait showcases how the educator implements a three-pillar approach to anti-oppressive GCE language education and the need to shine light on minoritized identities, create healthy soil for the foundation of learning about systemic oppression, and give the proper amounts of water/support to each student. [ABSTRACT FROM AUTHOR]

There is at present much focus in ELT on describing and promoting teacher and learner agency. However, ELT as a professional field is concurrently characterised by an increasing orientation toward authoritative texts, particularly those imbued with authority at the transnational level. Global textbooks are a notable example, since they, along with global language testing and language policy, play an increasingly important role in determining teaching and learning practices across a range of different settings. Our focus in this paper is on how the authoritativeness of global textbooks is upheld in online promotional materials. Examining websites of three contemporary ELT textbook series, we analyse discourse strategies employed to legitimise the authoritative position of the textbooks and their publishers. We find that publishers legitimised their authority through strategic links to external forces (policy, testing), in this way foregrounding the universality of the textbooks. In contrast, the websites represented the agencies of teachers and learners only minimally, primarily as subordinate to the agency attributed to textbooks themselves. We conclude with a reflection on the need for applied critical scholarship in ELT that can offer practical alternatives and thus disrupt dominant notions of universality and the hierarchization of knowledge these are based on. [ABSTRACT FROM AUTHOR]

With a focus on an under-studied group of immigrants in the UK, this paper examines Iranian families' language ideologies and practices at home in relation to Persian acquisition and maintenance for their children. Working within a family language policy (FLP) framework, we draw on sociolinguistic data from semi-structured interviews with eighteen mothers to understand how parental beliefs, their everyday language practices and the attempts they make to maintain, improve, or alter their language use will lead to their children's heritage language acquisition and maintenance. The results of the study suggest that the success in heritage language development and maintenance boils down to parental pro heritage language ideologies and their everyday small-scale practices. It was also found that the interrelationship between language and cultural values and a successful FLP was further reinforced by the parents' migration trajectory and proficiency in English as the societal language. This research also showed that the large size of this diaspora in the UK (particularly in London), their close-knit social network, availability of heritage language weekend schools and the possibility of frequent visits to the home country create a conducive situation for the Iranian diaspora to raise their children bilingually. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities have the right to access appropriate and comprehensive sexuality and relationship education (SRE), but face a long history of exclusion from SRE in the USA due to myths about the sexuality of people with intellectual and developmental disabilities, biases against people with disabilities, and segregationist educational policies. Additionally, people with autism/autistic people are more likely to report having an LGBTQIA+ identity, and need comprehensive SRE content to become socially competent members of their communities. Teachers and other practitioners are often placed in the uncomfortable position of addressing many SRE topics while feeling unprepared, trying to stay aligned with educational policies, managing caregiver expectations, and providing scientifically accurate fact-based information in an increasingly politicised social climate. This paper provides recommendations on how to teach about LGBTQIA+ issues to students with intellectual and developmental disabilities including recommendations for modifying existing SRE curricula, identifying effective instructional strategies, and outlining a process for including LGBTQIA+ identities in SRE content. [ABSTRACT FROM AUTHOR]

Over the last decades, literary multilingualism scholarship has focused above all on the way linguistic diversity openly manifests itself, for instance by examining multilingual practices such as code-switching, code-mixing, hybridization, etc. However, fewer studies have analysed so-called latent multilingualism, which could be defined as the presence of languages in a text even when they are not immediately perceptible. Even though it is less discernible, latent multilingualism is certainly more widespread than manifest multilingualism. More often than not narrators relate their stories in the tongue of the supposedly monolingual reader, rather than directly inserting or even mixing foreign tongues in their narrative. In this paper, I aim to trace back the origins of latent multilingualism, explore its principles, and compare the different theoretical approaches which have been formulated to examine it. Additionally, I aim to show that the research on latent multilingualism has helped to further expand literary multilingual boundaries. Latent practices have provided writers with extra tools to achieve their narratological aims, which would not be reached with manifest forms. [ABSTRACT FROM AUTHOR]

Machine translation evaluation is difficult and challenging for natural languages because different languages behave differently for the same dataset. Lexical-based metrics have been poorly represented semantic relationships and impose strict identity matching. However, translation and assessment become difficult for target morphologically rich languages with relatively free word order. Most of the standard evaluation metrics consider word order but do not effectively consider sentence structure. In this paper, we propose a novel machine translation evaluation metric SemSyn which incorporates both semantic and syntactic similarity. We incorporate the term frequency-inverse document frequency with the earth mover's distance and word embedding to cover the semantic similarity. The part of speech and dependency parsing tags assist in covering syntactic similarity in the sentence structure. Part of speech and dependency parsing tags are extracted from universal dependencies and trained on the SpaCy library. Experimental results show that SemSyn has a higher correlation with human judgment than other evaluation metrics for morphologically rich language and other languages. [ABSTRACT FROM AUTHOR]

This paper explores the parental representations of the child, through the case study of one participant in a mentalization-based intervention for parents of young children aged one – two years old, involved with the child welfare system as a result of their child's maltreatment. A single mother's representations of the child are analysed during the programme, through a qualitative lens. Narrative Processes Coding System (NPCS) and Thematic Analysis (TA) are used in combination, to elicit the mother's representations by identifying language modes and themes from her narratives about both her own and other children. The maternal representations of the child appeared to be less negative as the programme reached its end. The mother's reflexive language grew significantly in the middle phase of the programme and regressed during the last phase. However, the combined use of NPCS and TA showed an overall richer and less negative portrayal of the child during the ending phase. These findings suggest that during the course of the programme, the mother's journey through her representations of the child, was characterised by progressions and regressions. There was also an emotional richness in the last phase of the programme that indicates the mother's engagement in the group and her overall positive journey towards the development and the strengthening of a less negative representation of the child. Despite its limitations, this study hopes to provide insights for clinicians establishing and promoting interventions that aim to empower parents to clearly see their children. [ABSTRACT FROM AUTHOR]

The Welsh Government's Welsh language strategy, Cymraeg: A million Welsh speakers [Welsh Government. 2017a. Cymraeg 2050: A Million Welsh Speakers. Cardiff: Welsh Government], aims to increase the numbers of Welsh speakers to one million by 2050. The creation of new Welsh speakers and immersion education form an integral part of the Welsh Government's language revitalisation strategy and this study revisits new Welsh speakers from the Rhymney Valley, South Wales in 2016/2017 a decade on from the 2006 research study [Hodges, R. 2009. "Welsh Language Use Among Young People in the Rhymney Valley." Contemporary Wales 22: 16–35. http://www.ingentaconnect.com/content/uwp/cowa/2009/00000022/00000001/art00004]. This longitudinal research provides further insights into their continuing language journeys, and indicates there has been a sustained reduction in this group's use of Welsh by 2016/2017 due to factors relating to fluency, confidence and a lack of opportunities to use Welsh. However, the results indicate that new speakers play an important role in influencing family language transmission and in increasing language awareness within the workplace. This paper calls for further longitudinal research on new Welsh speakers' language journeys so that this group may be appropriately supported as they make a crucial contribution to language revitalisation in Wales. [ABSTRACT FROM AUTHOR]

In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers' beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners. [ABSTRACT FROM AUTHOR]

Microaggression has recently gained prominence. It is a psychological construct that examines everyday slights experienced by marginalized groups. While much of the research has stemmed from the United States and has focused on race, gender, and sexuality, very few studies have investigated ways in which complex and overlapping identities involving language, religion, and caste/class intersect in cross-cultural workplace settings in the Global South. This study fills this gap by exploring a minoritized group carrying a 'double discrimination' burden due to their religion and socio-economic historical class background. It examines in what ways, if any, Indian Meos experience microaggressions in cross-cultural workplace settings. In doing so, it extends research that remains understudied. One of the criticisms against microaggression studies is their reliance on self-reporting and recall of past instances, thus lacking validity. This paper proposes conversation analysis as a useful approach offering an empirically grounded analysis of microaggression in action. [ABSTRACT FROM AUTHOR]

Most countries provide some form of nationality or citizenship either by birthright or inheritance. This paper accepts Jacques Derrida's invitation to imagine nationality or citizenship otherwise, this time by death and burial: you are from where you die or are buried. I read Derrida's invitation alongside his four studies of Martin Heidegger's use of "Geschlecht" to argue that we ought to reconsider the relationship between the nation and (its) philosophy. I show that Derrida's proposed "law of the eclipse" provides us new resources to rethink nationalism today. [ABSTRACT FROM AUTHOR]

The two aims of this study were to: 1) identify the 100 most impactful contributors to English-language gerontological journals, and 2) map their respective disciplinary affiliations to help illuminate the perspectives shaping gerontological discourse. Toward that end, we conducted a secondary data analysis of a publicly available database of the world's leading scientists. After extracting all scientists in the gerontological category, we rank ordered them according to a composite measure of scholarly impact that controls for self-citations and author order while also calculating other bibliometric statistics. Disciplinary affiliations were assigned based upon the Classification of Instructional Programs codes developed by the National Center for Education Statistics at the United States Department of Education. The results reveal the mean contributor to the gerontological literature published 241.15 (SD = 203.95) papers and – after correcting for self-citations – had an h-index of 50.05 (SD = 25.00), and an hm-index 23.67 (SD = 7.50). A diverse array of professional affiliations characterized the contributors with a plurality being located in the health professions category, followed by the biological and biomedical science, and social sciences categories. The results reveal that gerontology is home to some of the world's leading scientists. Leveraging their expertise can help advance the field's collective knowledge development. [ABSTRACT FROM AUTHOR]

Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: "Navigating the digital highway" and "Camera ready for new friends." We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom. [ABSTRACT FROM AUTHOR]