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We suggest that while Indigenous languages are threatened by capitalist and neoliberal encroachments, responses from applied linguists in the academy can be misguided. To make our argument, we must...

In this article I will first address what decolonisation is with specific reference to the colonisation and enslavement (Nelson, 2006) of Indigenous peoples, specifically my own people, the Indigen...

It is widely acknowledged that research ethics is a controversial notion in cross-linguistic, crosscultural research. We suggest that most ethical issues in research arise from four major issues: (1) ethics is not adequately defined, theoretically or practically; (2) researchers have failed to make a distinction in the types of communities they study; (3) insider research versus outsider research has been insufficiently considered; and (4) consent has been mistaken for consensus. Failure to adequately deal with these issues has rendered research ethics in applied linguistics extractive rather than non-extractive. Therefore, several principles, including the intent and integrity of the researcher, the concept of a social hostage, and the inclusion of non-human knowledges are all discussed as they relate to the development of a non-extractive research ethics in applied linguistics.

Recent and not-so-recent critiques of teaching English as a second or other language (TESOL) have explored the relationship between English language teaching and colonialism. Consequently, native speaker and non-native speaker practitioners have started to question their pedagogies and to re/consider their roles in relation not only to minority languages and local knowledges but also to one another. Adding to this discussion, this article raises a different perspective on teaching English in a postcolonial present, asserting that English is, for some Indigenous peoples and local knowledge holders, a decolonizing agent that “trumps” immediate oppressor languages. To become agents or assistants in decolonizing in contexts such as this, the role for native English speaking (foreigner) language teachers and for many non-native English speaking language teachers (Japanese) may not be to continue developing more critical (and possibly more intrusive) pedagogies but rather to allow themselves to be used to the e...

Background: The relationship between Helicobacter pylori infection and iron metabolism has not been well studied in Japan. We examined the association of H. pylori infection and its eradication to iron metabolism. Methods: A total of 654 adults who completed a health survey in 2012 were enrolled. H. pylori stool antigen was tested and serum antibody titer and serum iron, ferritin and pepsinogen levels were estimated. Subjects reported on their daily intake of the diets to calculate daily intake of iron and vitamin C. Among the H. pylori-infected patients surveyed in 2012, 177 patients completed the same health survey in 2014. For these patients, the change of daily intake of iron and vitamin C and serum iron and ferritin levels were examined. Results: In 2012, 244 subjects (37.3%) were considered as infected with H. pylori. In male subjects aged 35–64 years, serum level of ferritin was 77.5 (SD 53.1) ng/mL in infected patients and 130.6 (114.3) ng/mL in non-infected subjects (p

This paper reports on the results of survey data examining English-speaking preservice teachers' (PSTs) attitudes toward and beliefs about foreign language teaching and learning. Part of a larger international study aimed at answering the research question: ‘What are the national, social, economic, and institutional “socialsuggestive norms” (Miele, 1982) that encourage (or discourage) foreign language learning?’, this survey was administered to PSTs enrolled in the Faculty of Education at the University of Manitoba. The data presented here raise interesting questions about PSTs' attitudes with regard to their futures in multicultural, multilingual classrooms. Findings suggest that this group of PSTs believe that knowing English is sufficient for themselves and their students, and therefore that foreign language learning is not considered important. While English-speaking PSTs respect bilinguals, they do not seem to respect language study.

Patients with advanced esophageal carcinoma including clinical T4 tumor, extensive lymph node metastasis, or intramural metastasis have a dismal prognosis, despite recent multimodality treatments. The aim of this study was to evaluate the efficacy and toxicity of neoadjuvant chemotherapy using fluorouracil, doxorubicin, and cisplatin or nedaplatin (FAP/N) in these patients.Twenty-six patients were enrolled in this study. The first 9 patients received 600 mg/m2 fluorouracil on days 1-7 and days 29-35, and 30 mg/m2 doxorubicin and 60 mg/m2 cisplatin on days 1 and 29 (FAP). The next 17 patients received modified FAP, in which 50 mg/m2 nedaplatin was given instead of cisplatin (FAN).Grade 3 or 4 toxicities developed in 6 patients (23.1%) during chemotherapy, but there was no discontinuation of treatment. The clinical response rate was 46.2%. Twenty-one patients (80.8%) underwent esophagectomy, and R0 resection was achieved in 16 patients (61.5%). The 1-year survival rates of 26 patients, 21 patients with resectable tumor, 16 with R0 resection, and 12 clinical responders, were 31.3%, 32.1%, 33.3%, and 45.5%, respectively, each with a median survival time of 9 months. The median progression-free survival time of 26 patients was 6 months; in 16 patients with R0 resection progression-free survival was 6.5 months. There was no correlation between the recurrence pattern and tumor spread before treatment.FAP/N was found to have acceptable toxicities and the ability to control locoregional tumors, but made little contribution to patient survival. The efficacy of this treatment for patients with advanced esophageal carcinoma, however, may not yet be apparent.