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This study traces the evolution of computer-assisted language learning (CALL) by investigating published research articles (RAs) in four major CALL journals: ReCALL, Computer Assisted Language Learning, Language Learning & Technology, and CALICO Journal. All 2,397 RAs published over four decades (1983-2019) were included in the pool of data, and the Google Scholar citation metric was adopted to assess the impact of the papers. By selecting the top 15% of widely cited papers from each individual year, we minimized the time bias between years, enabling a balanced narration of the history of CALL through a representative dataset of 426 high-impact RAs. To identify the evolution of research trends, the contexts, methodologies, theoretical underpinnings and research foci of all 426 RAs were investigated using NVivo 12 and AntConc. The analysis of the data yielded encouraging results such as the upward trend in the number of publications and the international reach of CALL in the last two decades, the physical or virtual presence of language learners with diverse language profiles, and the growing tendency to triangulate methodology for increased complexity. However, long-standing issues such as the heavy reliance on traditional research contexts, poor reporting practices of basic demographic information, the large number of atheoretical papers and the concentration on a limited number of research foci continue to pose challenges in CALL research. Based on the findings, the paper suggests solutions for the controversies and addresses key issues for future research in CALL. [ABSTRACT FROM AUTHOR]

In this conceptual work, we describe cross-disciplinary meaning and language related to the innovation phenomenon located in a business context. Our work attempts to find common meaning and language for innovation that can be applied across all business innovation projects irrespective of the business discipline, and to synthesize these common terms into an innovation communication and planning tool. The objective of providing a common meaning and language for innovation is to give practitioners, researchers, and stakeholders a shared communication platform, and common language and meaning that assist incumbents to discuss and collaborate during innovation projects without the boundaries created by siloed, nuanced, and discipline-specific understandings. The outcome of the paper is a conceptual framework and canvas tool constructed from universal meaning and language for business innovation with the aim of providing a set of common questions that business practitioners could ask during times of innovation. Furthermore, the Business Innovation Canvas provides new directions for future study and the development of tools that take advantage of common meaning and language to aid innovation practitioners and researchers. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to outline the initial pilot use of the client complexity matrix (CCM), an outcome measure developed for an NHS Adult Intellectual Disabilities Intensive Support Team (IST) in the West Midlands of England. Design/methodology/approach: A mixed method approach was used to report the results and evaluate the use of the CCM within this IST. The CCM was trialled for six months between January 2022 and June 2022. CCM scores pre and post IST intervention were analysed via t-test, and qualitative feedback from clinicians is detailed. Findings: Analysis suggests the CCM captures service success showing a significant decrease in complexity and risk post-intervention. Qualitative comments from clinicians were generally positive; however, there were requested changes regarding specific presentations, use of labels/language and for a digital version. Research limitations/implications: The tool is not co-constructed with the client. Because of this IST's caseload, the sample size was small. Only one clinician was asked to complete the CCM pre and post intervention. Future use of the measure will encourage two clinicians to complete the measure to evidence its inter-rater reliability. Each client's specific presentation was not explicitly analysed here. Practical implications: The CCM will be updated using the feedback from clinicians and from the peer review process. Research that examines the generalisability of this measure to other IST services would be beneficial. Originality/value: The CCM appears to fill a gap in outcome measurements for this IST service which looks at breadth and depth of client complexity and risk. [ABSTRACT FROM AUTHOR]

Embodied theories of cognition consider many aspects of language and other cognitive domains as the result of sensory and motor processes. In this view, the appraisal and the use of concepts are based on mechanisms of simulation grounded on prior sensorimotor experiences. Even though these theories continue receiving attention and support, increasing evidence indicates the need to consider the flexible nature of the simulation process, and to accordingly refine embodied accounts. In this consensus paper, we discuss two potential sources of variability in experimental studies on embodiment of language: individual differences and context. Specifically, we show how factors contributing to individual differences may explain inconsistent findings in embodied language phenomena. These factors include sensorimotor or cultural experiences, imagery, context-related factors, and cognitive strategies. We also analyze the different contextual modulations, from single words to sentences and narratives, as well as the top-down and bottom-up influences. Similarly, we review recent efforts to include cultural and language diversity, aging, neurodegenerative diseases, and brain disorders, as well as bilingual evidence into the embodiment framework. We address the importance of considering individual differences and context in clinical studies to drive translational research more efficiently, and we indicate recommendations on how to correctly address these issues in future research. Systematically investigating individual differences and context may contribute to understanding the dynamic nature of simulation in language processes, refining embodied theories of cognition, and ultimately filling the gap between cognition in artificial experimental settings and cognition in the wild (i.e., in everyday life). [ABSTRACT FROM AUTHOR]

According to embodied theories (including embodied, embedded, extended, enacted, situated, and grounded approaches to cognition), language representation is intrinsically linked to our interactions with the world around us, which is reflected in specific brain signatures during language processing and learning. Moving on from the original rivalry of embodied vs. amodal theories, this consensus paper addresses a series of carefully selected questions that aim at determining when and how rather than whether motor and perceptual processes are involved in language processes. We cover a wide range of research areas, from the neurophysiological signatures of embodied semantics, e.g., event-related potentials and fields as well as neural oscillations, to semantic processing and semantic priming effects on concrete and abstract words, to first and second language learning and, finally, the use of virtual reality for examining embodied semantics. Our common aim is to better understand the role of motor and perceptual processes in language representation as indexed by language comprehension and learning. We come to the consensus that, based on seminal research conducted in the field, future directions now call for enhancing the external validity of findings by acknowledging the multimodality, multidimensionality, flexibility and idiosyncrasy of embodied and situated language and semantic processes. [ABSTRACT FROM AUTHOR]

Intersubjectivity is the proposition that human experience occurs in a world of shared and embodied understandings, mediated by culture and language. Nursing is fundamentally relational, and nursing research stems from an exchange between participants and researchers and indeed around the transaction of the patient and the nurse in the intersubjective space of clinical settings. Through the philosophical standpoints of Husserl, Merleau‐Ponty, Heidegger, and Gadamer we examine these differing philosophical constructs of intersubjectivity and the contribution of these positions to phenomenological nursing inquiry. Particular framings of intersubjectivity should influence the way researchers interact with their participants and data so that the chosen philosophy sits coherently within a research plan and methodology. This exploration of philosophical standpoints is extended through examples of, and reflections upon, the authors' experiences of intersubjectivity in our published phenomenological nursing studies and through dynamic interactions that characterise interpretive activities within a research team. [ABSTRACT FROM AUTHOR]

Introduction: So far, many studies have investigated the extent and nature of the grammatical deficit in aphasia. However, to the best of our knowledge, this research is the first in the Persian language to inspect the comprehension of patients with Broca’s aphasia on diverse syntactically complex structures. Materials and Methods: To scrutinize the impact of task on aphasics’ performance, four age-, education- and gender-matched Persian-speaking patients with Broca’s aphasia were compared with their healthy matched controls regarding the two different tasks of grammatical judgment and figurine act-out task. The structures used to examine the subjects’ performance included agentive passive, subject cleft, object cleft, object relative clause, and object experiencer psychological verbs. Results: Our results which supported the trade-off hypothesis, showed that our subjects generally performed better in grammatical judgment task than in figurine act-out task (P≤0.05). Particularly in the second task, as our inner task comparison, the patients’ problems were more severe in object cleft, object experiencer, and object relative clauses: all structures whose interpretations need more cognitive load. Conclusion: Our findings put more weight on the interactive or constraint-based model of language processing. [ABSTRACT FROM AUTHOR]

Introduction: Expressive vocabulary plays a vital role in child language development, and its assessment can be one of the essential indicators to identify language developmental delay, especially in children with Down syndrome. We developed a list of expressive vocabulary and compared the size and class of expressive vocabularies between typically developing and Down syndrome children. Materials and Methods: Expressive vocabulary of 150 children was examined in this study. A total of 120 typically developing Farsi-speaking children (in four age Groups, with a 6-month interval) and 30 children with Down syndrome (aged 24-48 months) participated in this study. The parents of the children filled out the form that included 636 words from different vocabulary classes. These classes were based on studies that investigated language development in Farsi-speaking children. Results: The expressive vocabulary size in Farsi-speaking children was significantly higher than in Down syndrome children (P≤0.001). There was no statistically significant difference between boys and girls regarding expressive vocabulary size in two Groups of children. The size of nouns in all age Groups is more than other classes, and the size of conjunctions in all age Groups is less than the other ones. A direct correlation was found between age and the size of expressive vocabulary. Conclusion: According to the study findings, the list of expressive vocabulary can detect delays in developing expressive vocabulary. [ABSTRACT FROM AUTHOR]

Language interference is one of the most common problems in foreign language teaching. Language learners inevitably apply knowledge of their native language to a second language, which leads to linguistic interference. The more differences there are between the two languages, the more prominent the interference between them will be. This paper examines the key issues faced by Russian students learning English and English-speaking students learning Russian and suggests key areas of teaching needed in both disciplines. [ABSTRACT FROM AUTHOR]

Im ersten Teil des folgenden Aufsatzes wird die Situation des DaF-Unterrichts in Brasilien beschrieben und der Ansatz der critical literacy präsentiert, der den Fremdsprachenunterricht auch als Raum zur Förderung kritischen Denkens versteht und aus der brasilianischen Fremdsprachendidaktik kaum wegzudenken ist. Im zweiten Teil wird eine didaktische Sequenz zur Förderung des kritischen Denkens und des Fremdverstehens vorgestellt, bei der Texte aus Straßenzeitungen, die von obdachlosen Menschen geschrieben wurden, eingesetzt wurden. Außerdem wird die Erstellung von Profilen obdachloser Menschen aus einem der DACHL-Länder sowie der gedankliche Transfer zum Heimatland der Lernenden beschrieben. Die wichtigsten Studienergebnisse werden am Ende präsentiert. In the first part of this article the approach of critical literacy will be presented that plays an important role in Brazilian foreign language discussion and focuses on critical thinking when learning foreign languages. In the second part of the article a five-lesson plan to promote critical thinking in a German language class by using texts written by homeless people will be described. This includes the profile creation of German speaking homeless people and the transfer to the students' country. In the end the most important research results will be presented. [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]

Previous research has asked whether European integration leads to the formation of a new kind of 'transnational class' or 'elite' in and around the European institutions in Brussels. This paper focuses instead on intra‐group distinctions and symbolic boundaries between EU professionals from different countries. Drawing on Bourdieu's notion of language as a marker of distinction, it argues that language continues to be a resource for symbolic boundary making. Empirically, this paper builds on in‐depth interviews with officials of the European Commission, who are at the heart of an emerging transnational elite of EU professionals. It shows that while Commission officials are multilingual and use multilingualism to construct themselves as a transnational group, intra‐group symbolic boundaries continue to be drawn based on competence in the Commission's two main working languages, English and French. Overall, this paper points out the overlooked importance of language differences for transnational professionals' symbolic boundary making. [ABSTRACT FROM AUTHOR]

Is relativism a coherent thesis? The paper argues for a new view of relativism that opposes both classic and contemporary views. On this view, the thesis of relativism is coherent even if the key notions in the standard apparatus of relativism—of alternative conceptual schemes, relative truth, perspectival content—are all incoherent. The view defended here highlights issues about attitude attribution and explanation in formulating the thesis of relativism and it proposes a surprising connection between relativism and nonsense. The paper argues further that the thesis of relativism, so understood, is coherent, by considering different accounts of the semantics of attitude attributions in their application to the attribution of nonsensical thinking. [ABSTRACT FROM AUTHOR]

This paper examines the sources and literary function of references to the ancient Greeks and Romans in the Japanese author Natsume Sōseki's first novel, I am a Cat, written and published from 1905 to 1907. It places Sōseki and his work in the context of Meiji Japan and its renewed engagement with the West. The paper shows how Sōseki was uniquely placed to reflect on this engagement, particularly its intellectual and literary aspects. Despite his personal familiarity with Greek and Roman materials as demonstrated in his scholarly works and notes, the references in his novel are mediated, drawn primarily from other (mainly English) texts rather than ancient sources. This reflects the most common manner of encountering this material for Sōseki's contemporary readership and therefore sheds some light on the diffusion of Greek and Roman material among the 'educated elite'. The paper further demonstrates that Sōseki's use of this material has literary and thematic point: it contributes to his satire of the emerging class of intellectuals in the Meiji period by critiquing the social weaponization of such knowledge, especially in instances where it is not backed by true understanding. The mediated nature of the Greek and Roman material in the novel also raises questions about the efficacy of language as a means of communication as it contributes to the destabilization of meaning. This is most noticeable in Sōseki's discussion of Greek and Latin language. [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 presents the investigation and analysis of speech accommodation effects in data obtained from Spanish learners of German with varying proficiency levels. The production data were recorded during a collaborative map task of the Spanish learners of German among each other and with a native speaker of German. The map task was designed to target words and phrases with specific segmental and suprasegmental characteristics. These characteristics were derived from contrastive analyses of Spanish and German. The main objectives of the paper were to investigate whether segmental and suprasegmental characteristics of the target language German are affected by phonetic accommodation to varying degrees and whether these differences depend on the proficiency level of the speaker or the interlocutor. The statistical analysis, using regression analyses, revealed inconsistent accommodation effects across learners of different proficiency levels as well as different linguistic phenomena. In line with previous findings the results can best be accounted for by an adaptation of a dynamic system approach. [ABSTRACT FROM AUTHOR]

Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being "uniquely accessible, available, and subject to one another" (p. 22). In this paper, I make Goffman's construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage. [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]

Good communication makes it easier for us to connect with the community and other individuals with various backgrounds. Language is also a catalyst for us to understand ourselves and others, and is the key that opens the window of our world’s view. Every aspect on human life is very dependent on the proficiency of language skills. The goal of this paper was to see how the use of Instagram improved the students’ EFL writing ability. The method used to conduct this paper was Systematic Literature Review. There are 10 articles from various journals that are analyzed and synthetized to extract the data from. Based on the authors finding, the use of Instagram brought forth positive improvement on the students’ writing ability, as well as their motivation in language acquisition study. [ABSTRACT FROM AUTHOR]

Considering that researchers can carry out subtle and complex ways of elaborating the words of others (BAZERMAN, 2011) in the writing of academic-scientific texts, we intend to examine, in this study, forms of dialogue with the words of others in the writing of scientific articles produced by young researchers. Based on theoretical assumptions of the Bakhtin Circle about the dialogical approach of language and on papers that discuss academic-scientific writing, we have analyzed a corpus composed of 10 scientific articles produced by master's students. The results have indicated that, in the process of appropriation of scientific writing by the young researcher, the dialogue with the word of another in its interdiscursive dimension is marked, in a stressed way, by quotative practices with arrangements that, in terms of form and content, are not always considered acceptable from the point of view of academic-scientific conventions. [ABSTRACT FROM AUTHOR]

Pierre Swiggers (Hg.), Language, Grammar, and Erudition: From Antiquity to Modern Times. A collection of papers in honour of Alfons Wouters (Orbis Supplementa, Tome 44). [Extracted from the article]

Abstract Self-mention in academic writing has been studied extensively, especially from the point of view of rhetorical functions. In this paper I argue that rhetorical functions represent only one dimension of self-mention. Adding the dimensions of grammatical forms and of hedging and boosting, I propose a three-dimensional model of self-mention. I then employ the model in the analysis of three types of writing in the field of linguistics – L1 English, L1 Slovak (a typologically different language), and L2 English writing by Slovak authors. The study shows that authors employ various degrees of the three dimensions of self-mention to meet expectations of their readers while maintaining a balanced power of self-mention. The results suggest that some, but not all, discourse practices related to self-mention might be transferred to L2 English from one's L1. Highlights • Argues for a three-dimensional view of self-mention in academic writing. • Explores how writers exploit the three dimensions to meet readers' expectations. • Contrasts self-mention in L1 and L2 research articles. [ABSTRACT FROM AUTHOR]

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face‐to‐face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice. [ABSTRACT FROM AUTHOR]

The Prize Paper Collections in the National Archives in Kew Gardens contain more than fifty-five Arabic letters and another two dozen accounts and other documents, which were seized in 1759 by British privateers as part of the loot on a Tuscan ship, set out from Livorno towards Alexandria. Virtually untouched since that time, they present a most exciting source of documentary Ottoman Arabic. The letters were written by Christian merchants trading in the Mediterranean and by Christian clergy in Rome to their co-religionists in Egypt and Turkey. This article presents an introduction to the Arabic Prize Papers, a short linguistic analysis of a preliminary corpus of eleven letters, the edition and translation of three sample letters. Particular attention is paid to the linguistic divergence between those letters written by merchants and those composed by church dignitaries, as well as to the sociolinguistic variation found in specific writers. [ABSTRACT FROM AUTHOR]

"Everywhen: Australia and the Language of Deep History" is a book that explores Indigenous perspectives on time and history. The book consists of twelve essays and an introduction by the editors, who aim to incorporate Indigenous temporalities into modern historical thinking. The essays in the book alternate between Indigenous and non-Indigenous perspectives, highlighting the differences in understanding and conceptualizing time and history. The book emphasizes the importance of blending different understandings of the past to enrich our overall historical understanding. [Extracted from the article]

In the article, the editors offer information on how to submit articles for the October 2023 issue of the journal on the topic of child language teaching and therapy.

In recent years, the so-called „new literacies”, or 21st century skills, such as critical thinking, creativity, collaboration and communication, have been increasingly developed in the foreign language classroom through the integration of language knowledge, cross-cultural skills and digital competences. These complex perspectives put greater demands on foreign language teachers and learners and raise their awareness of the fundamental changes in the educational setting. PURPOSE: This study seeks to identify university students’ perceptions of the challenges faced by 21st century foreign language teaching and learning. METHODS: A survey among 31 first- and third-year students in Primary School Pedagogy and Foreign Language at St. Cyril and St. Methodius University of Veliko Turnovo was conducted through anonymous pen-to-paper questionnaire in 2022. RESULTS: The results shed light on students’ beliefs, opinions and awareness of the high-order skills that have reshaped the English language classroom in the 21st century. Though students have scarce knowledge on 21st century skills, they are positive about the implementation of these skills in foreign language teaching and learning. CONCLUSION: The paper concludes that there is a pronounced need to raise the students’ awareness as to the potential of the „new literacies” in the foreign language classroom. [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]

A separate Alberta Pension Plan (APP) has recently gained renewed attention. In this paper, I assess the long-run viability of such a plan by using both a detailed quantitative model and simple, intuitive approaches. I find only modest scope for changes in benefit levels and contribution rates relative to the Canada Pension Plan (CPP). Specifically, I estimate an APP minimum contribution rate of 8.2 percent, compared to the base CPP's 9.5 percent. With the same 0.4 percentage point cushion as in the CPP, the APP legislated contribution rate would then be 8.6 percent. This figure is in sharp contrast to a recent government-commissioned report (LifeWorks 2023), which found a contribution rate of 5.9 percent. I explain this disparity and show that much depends on how one interprets imprecise language in the Canada Pension Plan Act. I also explore several relevant risks. Alberta's positive net migration flows, for example, account for nearly two-thirds of its pension advantage. And, depending on the time horizon, investment risks may eliminate its entire advantage. Overall, this paper provides an updated foundation not only to evaluate the strengths and weaknesses of an APP but also to understand pension sustainability more broadly. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to test negotiation outcomes when bilinguals negotiate in a foreign rather than their native language. Decision research on the foreign language effect indicates that bilingual individuals may be less susceptible to framing bias when using a foreign language because they make less emotional and biased choices. With increasing international business activity, there is a pressing need to examine the effect of language on bilingual negotiators. Design/methodology/approach: The authors tested the hypotheses using a two (task frame: gain vs loss) × 2 (language: foreign vs native) factorial design recruiting 246 Korean–English bilinguals. A negotiation simulation with three issues was used, and participants exchanged offers with a preprogrammed computer they believed to be a real counterpart. Findings: There was no significant interaction effect between framing and language on the offers made, but the framing effect was mitigated and nonsignificant for negotiators who used their foreign language. The interaction between framing and language conditions significantly affected negotiators' positive emotions and satisfaction with the negotiation. Originality/value: The uniqueness of this paper is related to its effort to investigate the effect of negotiation language on a negotiator's decision-making. Considering globalization and the increasing prevalence of international negotiations, this paper has implications for researchers and practitioners. [ABSTRACT FROM AUTHOR]

I agree wholeheartedly with the authors of "At Least One Black Sheep: Pragmatics and Mathematical Language" on their main thesis that the language of mathematics is permeated by phenomena that belong to pragmatics. I also agree with what they take to be the opposite view, which is presented in Mohan Ganesalingam's monograph The Language of Mathematics (2013). I think that the conflict is to a large extent terminological and has to do with what is meant by pragmatics. [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]

This article argues that the widespread view that the diachronic processes of grammaticalization and of subjectification go hand in hand, and that highly subjectivized meanings typically correlate with highly grammaticalized forms, should be revised. The point is made on the basis of the case of the diachrony of the Dutch modal verbs. Corpus data show that four of these verbs recently got involved in a process of collective re-autonomization, while the two other modals in the language do not. This correlates with differences in the semantic development of the verbs: the four re-autonomizing verbs do, but the two outliers do not show a regular process of (inter)subjectification. The paper unravels through which mechanisms the grammatical and the semantic developments may correlate, hence why highly subjectivized meanings do not necessarily like a grammatical status. [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]

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]

Recent research in social psychology underscores the role of language and its intersection with other identity markers, including ethnic visibility, in exploring social perceptions and biases. This paper examines the physical visibility of people of Middle Eastern or North African (MENA) descent in the U.S., and the linguistic visibility of a concentrated MENA American community in Dearborn, Michigan. Relying on headshots, Study 1 shows that MENA could be an ambiguous ethnic community based solely on physical appearance, while religiously affiliated attire proves to be a significant ethnic marker for MENA. Using audio cues, Study 2 shows that the English variety spoken in Dearborn is a recognizable variety with masculinity associations. As such, Dearborn English is argued to be an ethnolinguistic repertoire that can be used to project ethno-local visibility. The results highlight the importance of the linguistic visibility of Dearborn and future research on language attitudes towards this variety. [ABSTRACT FROM AUTHOR]

Young people that offend evidence higher rates of trauma and post-traumatic distress than non-offending peers. Effects of post-traumatic distress also parallel research on some young people that participate in restorative justice (RJ) meetings who struggle with communication, emotionally withdraw, become agitated or defiant, evidence poor understanding of harms they have caused, or fail to demonstrate empathy or remorse. In this paper I suggest post-traumatic distress may explain some variation in RJ process and outcomes hitherto ignored in existing research. I also suggest research on trauma in young people raises four areas of concern for thinking about RJ as a "trauma-informed" practice, including impacts of trauma and post-traumatic distress on (1) oral language proficiency and non-verbal communication; (2) the experience and expression of emotions; (3) offender perceptions of fairness and respect; and (4) difficulties in behavioural changes following participation in RJ meetings. I conclude with discussion of challenges to and suggestions for using RJ as a trauma-informed practice in youth justice settings. [ABSTRACT FROM AUTHOR]

Background and Objectives Chronological age is invariably used as a categorizing tool for spaces, collections, and programs in public libraries. With age-based conceptions of human experience in library practice, education, and scholarship primarily focused on those under the age 18, little is known how age-based classifications are implemented in public libraries, and with what impacts, for older library patrons. Research Design and Methods Stemming from a larger project that seeks to bring attention to the ways in which public libraries engage with community-dwelling older adults, this paper explores 51 older patrons' perspectives on the numbers and language (e.g. 55+, older adult, seniors, adult) assigned to older adults in library programs and which label best (or least) suits their sense of identity and, in turn, what language encourages or deters their engagement with library programs. Results Findings illustrate that age-based language describing older adult library programs is often at odds with patrons' perceptions of how library programming relevant to them ought to be labeled. Common to all participants was a clear dislike for the term "elderly." While most participants preferred "older adult" to "senior," others voiced no preference, as long as they felt heard and valued. Many participants linked the use of language used to describe library programs to being excluded from and treated differently from other (younger) library patrons. Discussion and Implications The language used to group and describe different library populations directly shapes feelings of belonging (or exclusion) in library programs. Insights from this research contribute to our evolving understandings of the ways in which language connected to age can shape one's sense of identity. Results also serve to cultivate a more sensitive and critical approach to the question of age within library science, and, by extension, the experiences of older adults who frequent the library. [ABSTRACT FROM AUTHOR]

This paper investigates the determinants of eXtensible Business Reporting Language (XBRL) adoption using the Technology-Organizational-Environment framework. This framework explains how the process of adopting and implementing XBRL is influenced by the technological context (country's firm-level technology absorption and technological capacity), organizational context (education) and environmental context (level of economic development; degree of external economic openness; investor protection; accounting system and the burden of government regulation). Using a sample of 78 countries during the period 2009–2017, we find that countries with high levels of technology absorption, higher levels of economic development and strong investor protection are more likely to adopt XBRL. [ABSTRACT FROM AUTHOR]

This paper explores the role of language in the scientific study of politics. Conceding that politics is naturally an arena of heated disputation, it examines linguistic manifestations of factional polarisation by interpreting words, phrases, and sentences used by the Movement for Democratic Change (MDC) politicians during the party's acrimonious splits of 2005 and 2014 and subsequent re-union of 2017. I contend that the use of vituperative, exclusionary and inflammatory language fuelled personality clashes; ethnic chauvinism; sexism; racism; ideological discord and intraparty violence. This often derailed attempts to reconcile the party's bickering factions. [ABSTRACT FROM AUTHOR]