Search

The purpose of the study was to explore how technological advances incorporated into the Philology Studies curriculum could impact the students' research skills and the quality of their research projects and what students' and teachers' impressions of the reshaped research component of the curriculum were. The study used qualitative and quantitative methods with the dominance of qualitative methods. It employed the baseline study, checklist to assess students' research papers, assessment criteria, and the Triangular Assessment Method to assess the students' papers. The consensus meeting was held to allow the experts to express their reasoning for the scores. The semi-structured interview was administered to the students' and teachers' to identify their impressions of the reshaped research component of the curriculum of philology. The technological advances incorporated into Philology Studies curriculum improve the students' research skills and the quality of their research projects. Both students and teachers appreciated the reshaped research component of the curriculum. The analytical software can be successfully incorporated in the corpus analysis-purpose student research. The students found the intervention a challenging experience that 'pumped up' their intellectual, research, and technical skills. They reported improvement in interpreting corpus using correlations, frequencies, distributions, and collecting information using software to organise it in a professional way. The lecturers agreed that the technology-based instructional model incorporated into Philology Studies curriculum improved both students' research skills and the quality of their research projects.

Adopting Hyland's (2002) framework of reporting words (RVs), the paper investigates the use of RVs in Master's theses written in English by students of two disciplines, Economics and Management and Natural Resources. The data were drawn from two sub-corpora, each consisting of 82 Literature Reviews, where other authors' research is summarised and commented on. Besides determining the most frequent communicative functions, in this paper, the RVs are further analysed in terms of the verb tense, voice, and subject-agent. The findings revealed significant differences between the two disciplines. In the former, most RVs were in the present active with named-author as the subject, conveying a neutral attitude towards the reported message and neutrally summarising previous research outcomes. Most RVs were in the past tense in the latter, reporting on past research procedures or outcomes. The findings reveal infrequent use of evaluative or critical verbs. Each discipline's predominant choice may suggest writers' lower ability to highlight the cited sources' direct relevance to their research. The study hopes to contribute to the efficacy of teaching English for Academic Purposes to non-native speakers. It has pedagogical implications for academic writing in both undergraduate and postgraduate courses at non-philological tertiary education institutions.

Purpose: The article strives for the enhancement of the efficiency of translation competence assessment in philologists' university training with the help of the triangulation method. It is deemed in the concurrent involvement of different assessment agents (teacher, peer and self) into integrated and collaborative translation performance evaluation from two perspectives, i.e. translation product quality and process workflow, with the use of diversified methods based on different theoretical approaches. This research aims at the study of students' video screen recording contribution combined with think-aloud protocols (TAPs) to increase the assessment objectivity and reliability of the received translation product. Method: A mixed research design was developed and implemented. It involved 40 third-year university students majoring in Philology, who were asked to perform a written translation of the excerpt of English popular science article in Marketing (c. 250 words) into Ukrainian in MS Word using any reference sources at hand, video record the process of their translation and accompany it with their comments. The research was completed with the questionnaire on students' attitude to the screen recording and TAP involvement into translation task performance and assessment. Findings: The findings of this study reported on the positive impact of screen recording on the assessment accuracy, informative value of the collected data and formative effect of triangulated assessment method on students' translation competence acquisition. Implications for research and practice: The received results can serve for the optimisation of the procedures of translation task difficulty measurement and competence assessment in the translation classroom.

The concept of Theme is regarded as a functional linguistic element that exists in many languages. The main aim of this study is to explore the functions of Theme in Arabic, applying the Systemic Functional Linguistics framework adopted by Downing (1991). Methodologically, several related real examples have been selected from the written discourse of Modern Standard Arabic and then analyzed contextually. The empirical analysis has revealed that (i) Theme can provide different functions, such as Individual, Circumstantial and Subjective and Logical Frameworks for the interpretation of the Theme, and (ii) Theme can interact dynamically with different grammatical functions (e.g. Subject, Object, etc.) and have different pragmatic functions (e.g. Topic, Given and New information). Therefore, the view that makes a necessary link between Theme on the one hand and Noun Phrase, Topic or Given information on the other hand is proven incorrect and empirically invalid. Similar results have been obtained in the context of English (Downing 1991) but not yet for Arabic? This strengthens not only the universality of the concept of Theme but also its functions.

Awareness of the career to be pursued can be present as early as childhood and can vary according to knowledge and interest. Most of today's children are more focused on achieving excellence in education, but still vague in the career that will be pursued. This situation persisted when they continued their studies at higher education and they realized that the choice of field of study was not in line with their ambitions. Usually, these children choose a field based on their results rather than settling for the required degree for the field of interest. Therefore, this study was conducted to determine the extent of students' understanding of the scope and career prospects in Malay language. Students were distributed with a set of questionnaires containing 54 items using ordinal scales of semantic difference types. The findings of the study showed that 34(56.7%) of the students studied chose this field of study as the main choice. Students also showed a high level of knowledge about careers in the Malay language which they studied (M=3.92; SD=0.57). Students have also listed a total of 14 careers in the field of Malay language they are familiar with.

Suicide notes are messages left by individuals who commit suicide or who intend to commit suicide. These written messages express the victims' feelings that were not expressed when they were alive. And thus, this qualitative study intends to investigate the characteristics of linguistic features of suicide notes written by eleven male well-known individuals. The approach to this study is qualitative content analysis. Data were obtained from suicide notes written by eleven male well-known individuals. These notes were retrievable online. The researchers read, classified, and described the data based on the five characteristics of linguistic features of suicide notes, they are clear reasoning, expressing emotion, structure text, grammar, punctuation. The results showed that all of the characteristics of linguistic features were found in the well-known individuals' suicide notes. The characteristics of clear reasoning took place as the most frequent one to occur since it tells the readers of the victims' point of view about the problems that they were facing that led them to suicide. While the absence of doubt and form of address took place as rare. In the end, the result of this research can provide more information in research regarding the study of suicide notes in forensic linguistics, an application of linguistic on analyzing data or legal issues.

Language, procedure, and identity are L2 teaching/learning essentials that may promote agency and stimulate synergies among knowledge, practice, and reflection (Diaz Maggioli, 2014; Duff, 2012). This meta-report presents three studies that collectively advance agency and endorse linguistic foundations as enrichment, differentiated instruction as engagement, and teacher identity as empowerment. All of these theoretical constructs are key to successful L2 teaching and acquisition. Study 1 quantitatively reports on introductory linguistics' presence or absence in 114 master's programs at 54 US institutions. Findings suggest that linguistics' curricular presence is inconsistent and training for optimal impact in the L2 classroom is lacking. Given the discipline's fundamental role in teachers' understanding of language development, grammatical structures, and sociolinguistic contexts (Lucas, Villegas, & Freedson-Gonzalez, 2008), such lapses offer insufficient pedagogic tools and impair the ability to address English learners' (ELs) needs. Study 2 profiles differentiated instruction in integrated classrooms to develop Caribbean Creole ELs' academic writing and language skills. Findings demonstrate that scaffolding academic language and linguistic interventions within pedagogical frameworks with socially-conscious strategies benefit ELs (Salvatori & Donahue, 2012). This study argues differentiated instruction is essential to L2 formal register acquisition and academic success, particularly for urban STEM students. Study 3 qualitatively investigates the use of reflective practices by urban STEM teachers completing an additional ESL Endorsement. Drawing from a combined perspective of identity-in-discourse (Fairclough, 2003) and identity-in-practice (Varghese, Morgan, Johnston, & Johnson, 2005), the study explores how reflective practices embedded in a field experience/practicum impact the professional identity of in-service STEM teachers.

This study aims to assess the evidence regarding the relationship between previous and new schools of linguistics. According to Kuhn (1970), old linguistic paradigms incorporate vocabulary and apparatus from previous or traditional paradigms. In particular, this review addresses the Question: Do new paradigms in linguistic arise from old or previous ones, as Kuhn suggested? The study is significant in understanding emerging schools of linguistics based on previous ones. A qualitative literature review was applied to compare new and old schools of linguistics. According to the findings, there is substantial evidence that functionalism, structuralism, and Transformational-Generative Grammar support Kuhn's argument. Most notably, the changes of the transformational-generative grammar from a consistent and straightforward Standard Theory to an improved Extended Standard Theory, and finally, to the Minimalist Program, point towards the same conclusion. Interestingly, the transformations demonstrate how new paradigms arise from old paradigms without borrowing many concepts, terms, and experiments from them. This study draws the attention of linguists in the 21st Century to pay closer attention to the trends in schools of linguistics.

To assess scientific progress from global to author levels, a large body of bibliometric studies could be found in many fields but relatively scarcer in the realm of language and linguistic studies, especially at a journal level. Motivated by the commitment and competence shown by the Journal of Language and Linguistic Studies, this study presents its bibliometric portrait as captured by two pieces of software, Publish or Perish and VoSviewer. from the Microsoft Academic, one of the global abstract and citation databases. The descriptive and network analyses of the journal's bibliometric data revealed the patterns of publication, citation, authorship, keyword co-occurrence, and bibliographic coupling from 2005 to 2019. The first 15 publication years have seen 482 articles by 552 authors from 142 organizations of which Turkish ones were in the majority contributing to 1,291 total citations along with regional and global indexations including in Scopus, one of the largest bibliographic databases. Evolving around the unity of psychology, linguistics, and education/ pedagogy viewed from different perspectives, the journal has been a scholarly outlet for not only local but also global issues in the realm of language and linguistics. The next 15-publication years will see the journal's growth in "internationality" in terms of authorship due to the combination of increased annual publication and recent international indexation.

Starting from its first implementation, Subject Knowledge Test (henceforward SKT) has been investigated in various subject fields due to the emerging questions about its content and applicability in selecting prospective teachers. With the contribution of 355 participants including senior students and the graduates from different ELT undergraduate programs of the universities throughout Turkey, this study aimed to investigate the conceptions and suggestions of prospective ELT teachers on the new distribution of the subjects and topics in SKT in 2019. The data were collected by conducting an online survey and semi-structured interviews held with ten ELT prospective teachers. The study revealed that the new distribution of the subjects and topics in SKT was not satisfactory and relevant to select ELT prospective teachers who are competent and qualified in their fields due to substantial obliqueness in its content and administration process.

This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres--descriptions of the object of study, definitions, and personal exemplum--that build a shared experience with the reader as well as the persuasive purpose of the text.

Multi-word combinations are crucial for the production of various discourse types as well as for the construction of a credible and persuasive academic persona. This study investigates the frequency, structure, and function of the most frequently occurring 4-lexical bundles in writings from the field of linguistics. Following Biber et al.'s (1999) corpus driven-approach, a total of 87 and 113 of lexical bundles were identified in expert and student writing, respectively. Findings revealed substantial differences in the frequency distribution of lexical bundles across the structural categories. More precisely, the study indicated that the student cohort relied heavily on clausal bundles. Expert writers, on the other hand, showed increased use of phrasal bundles, which are considered indicative of proficient academic writing. In terms of function, the analysis showed a preferential attachment to certain lexical bundle functions, with text-oriented bundles occurring significantly in student writing as opposed to research-oriented bundles which were predominantly used in expert writing. These functional differences also suggest diachronic changes in experts' use of these word sequences due to the discipline's discursive demands.

Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60% of total documents. Besides, four main interests of authors in this field were discovered: "language development", "speech pathology outcomes", "speech therapy", "language intervention". Among these themes, "speech pathology outcomes" was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments.

Due to intercontinental connections provided by air and shipping, tourism, freight transfer, flexibility and expanding labor mobility, expanding the potential of human capital, the borders between states and their societies have been erased, and the international cultural society has become more diverse. The relevance of this study is conditioned by the activities of the centres established in the European Union for transcultural education, transdisciplinary research in the field of sociology, etc. One of the key features of their activities is the understanding of the concept of ethnicity as defining for these centers. The purpose of the study was to investigate the conceptual activities of European centres of transcultural education, to clarify the features of ethnolinguistic science as the main background for the establishment and development of the study of the phenomenon of ethnicity in general. The leading approach to research has become the gradual application of a complex of interrelated methods, such as collection and processing of factual research material, description and analysis of dictionary entries, analysis of the concepts of the activities of European centers, etc. The object of the study is the structural components of the concept of ethnicity. The study identified the principles of functioning of European centres for transcultural education in the context of introducing the experience of educational centres for integration, adaptation, and development of the national identity of immigrants.

The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students' writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to gain a holistic understanding of the organization of information in student writing, the analytical framework of Theme at three levels -- that is, clause, paragraph, and text -- from Derewianka and Jones (2010) was adopted. Findings show that the students have varying degrees of control over information organization at different levels. In particular, the students are not proficient in organizing information at the paragraph level. Findings also show that registerial differences affect the organization of information. The study provides relevant pedagogical implications and recommendations for this group of learners.

This article opens a conversation between disability studies and linguistics from the author's positionality from the Global South. It argues that capacity building for both the abled and disabled in the North is implicated in the disablement of people in the Global South. A decolonial orientation to disability studies values vulnerability, relationality, and ethics which are less privileged in the academy. The article demonstrates how such a crip linguistics might facilitate a different understanding of language competence and analysis. Bringing out the ableism in dominant models of language competence, the article illustrates how linguistics might conceive communication as anomalous embodiment. Such an orientation will move from grammatical norms to nonnormativity, and diversity to multiplicity, as speakers engage with social networks and material ecologies for generating meanings in distributed practice motivated by relational ethics.

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

Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students' critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students' preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region.

Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students' cognitive level and their L2 proficiency. The focus is on acts of classifying, comparing and contrasting facts, objects, phenomena, abstract ideas and concepts. Such cognitive and verbal actions are key in the construction of specialist knowledge, having been bundled in an umbrella cognitive discourse function (CDF) categorize. To operationalize this CDF, we develop a conceptual map through an exploratory, data-driven analysis of an oral learner corpus in L2 English and L1 Spanish on science and history topics collected in primary bilingual schools in Madrid. We also use SFL tools to examine lexico-grammatical choices which students employ to realize categorize across the two subjects and languages. The analysis shows that students encounter a range of difficulties, both conceptual and linguistic, when forming complete and appropriate categorizations in both languages. The results obtained across subjects reveal clear subject-specific tendencies in how categorizing is carried out: comparing seems to be a defining figure of thought in history while classifications were predominant in science.

The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education." EuJAL 1 (2): 216-253, 220). We focus on the CDF evaluate, using the Appraisal model to analyze evaluative language in a longitudinal corpus of student texts written in L2 English across disciplines (natural science, history, art), collected from the same students at the end of primary school (aged 11+) and at the beginning and end of secondary year 2 (aged 13-14). We trace students' control of meaning-making resources for the CDF evaluate across disciplines and over time through their ability to 'couple' interpersonal, or evaluative, meanings with their ideational, or field-specific knowledge. The findings show some development towards appropriate field + evaluation couplings, and suggest ways teachers can focus students' attention on the language of evaluation across disciplines, aiding development of cognitive discourse competence. Our study further supports the contributions of Systemic Functional Linguistics to educational contexts, as the Appraisal framework discriminates types of evaluation for creating disciplinary knowledge.

The ability to manage specific forms of disciplinary expression - Languages of Schooling - is regarded as a factor of academic success (Council of Europe recommendations - Council of Europe CM/Rec. [2014]. "Recommendation of the Committee of Ministers to Member States on the Importance of Competences in the Language(s) of Schooling for Equity and Quality in Education and for Educational Success." Accessed December 25, 2018. https://search.coe.int/cm/Pages/result_details.aspx?ObjectID=09000016805c6105). One of the core discursive functions students perform across academic subjects is defining, which is part of the inventory of descriptors for the language of schooling (e.g. Beacco [2010]. "Items for a Description of Linguistic Competence in the Language of Schooling Necessary for Teaching/Learning History (End of Obligatory Education)." Strasbourg: Language Policy Division, Council of Europe). This study addresses defining as a component of the language of schooling by which CLIL students express specialized knowledge across languages, educational levels and fields (see Coffin [2006b]. "Historical Discourse. The Language of Time, Cause and Evaluation." London: Bloomsbury Publishing, Continuum). We elicited, analysed and compared students' written definitions in English (L2) and Spanish (L1) of two different historical fields in primary (6th grade) and secondary (8th grade). For this purpose, we applied an analysis scheme that merges Trimble's ([1985]. "English for Science and Technology: A Discourse Approach." Cambridge: Cambridge University Press) definitional construct and Systemic Functional Linguistics (Halliday and Matthiessen [2014]. "An Introduction to Functional Grammar." London: Hodder; Martin [2013]. "Embedded Literacy: Knowledge as Meaning." "Linguistics and Education" 24: 23-37). Our results show that while students produced more definitions in English in the higher educational level, the differences in their realizations are attributed more to the field being defined. The study has also shown no differences in the frequency and type of definitions across languages.

Migration, among the most important sociocultural phenomena of contemporary global societies, is complex, dynamic, and multifaceted. At the heart of migration is language, the indispensable agent of migration. Hence, in this article, a new sub-discipline of linguistics is presented, and that is 'migration linguistics'. It is the interdisciplinary and multidimensional study of the various aspects of language within the dynamic process of human mobility. And a linguistic theory of migration postulates that: (1) Language is an essential element in the migration process; (2) an individual's acquisition, learning, and use of language significantly changes as a result of migration; and (3) migrants must be understood in the languages they can use, taught the destination language, and provided basic and essential services understandable to them. The interdisciplinary nature of this new sub-discipline of linguistics is enriched by a variety of approaches and methodologies in solving issues relative to language in the context of migration.

Based on the theory of integrated domains in epistemology, the question of domain specificity of epistemic beliefs was investigated from a comprehensive perspective. We examined intraindividual differences in epistemic beliefs about the natural, mathematical, social, and linguistic sciences that represented almost the entire spectrum of subjects taught in secondary schools. The sample comprised 196 pre-service teachers who four times filled in an epistemic belief questionnaire, which could capture four dimensions of epistemic beliefs in four school subject domains with sufficient reliability. Regarding the core question of domain specificity of epistemic beliefs, all four domains were found to largely differ from each other on all four epistemic dimensions. These findings were supported by correlational analyses and structural equation modelling. In total, they provide strong evidence for the domain specificity of epistemic beliefs about school subject domains, which raises the demand for a classification system to specify major fields of personal epistemology.

While the multiliteracies framework proposed two decades ago has had a considerable effect on the field of second language (L2) teaching and learning, its successful implementation has been found challenging, both on the conceptual and practical levels. In this paper, we discuss the main hurdles of putting the approach into practice and argue for the use of the genre-based instruction in combination with key constructs of systemic functional linguistics (SFL) as a framework that can help address these challenges. Connecting the multiliteracies pedagogy with the genre-based approach, we delineate specifically how the literacy pedagogy moves and knowledge processes that constitute them can be implemented in content- and language-integrated L2 instruction. We illustrate the approach by reporting on the materials development project that focuses on a particular public discourse theme (banning the burka in Austria) and advanced literacy genre (Argumentative Discussion). The project serves as an example of formulating the advanced L2 learning goals and designing activity types that can be used for developing the multiliteracies curricula in other instructional and thematic contexts.

Purpose: To improve the credibility, reproducibility, and clinical utility of research findings, many scientific fields are implementing transparent and open research practices. Such open science practices include researchers making their data publicly available and preregistering their hypotheses and analyses. A way to enhance the adoption of open science practices is for journals to encourage or require submitting authors to participate in such practices. Accordingly, the American Speech-Language-Hearing Association's Journals Program has recently announced their intention to promote open science practices. Here, we quantitatively assess the extent to which several journals in communication sciences and disorders (CSD) encourage or require participation in several open science practices by using the Transparency and Openness Promotion (TOP) Factor metric. Method: TOP Factors were assessed for 34 CSD journals, as well as several journals in related fields. TOP Factors measure the level of implementation across 10 open science--related practices (e.g., data transparency, analysis plan preregistration, and replication) for a total possible score of 29 points. Results: Collectively, CSD journals had very low TOP Factors (M = 1.4, range: 0-8). The related fields of Psychology (M = 4.0), Rehabilitation (M = 3.2), Linguistics (M = 1.7), and Education (M = 1.6) also had low scores, though Psychology and Rehabilitation had higher scores than CSD. Conclusion: CSD journals currently have low levels of encouraging or requiring participation in open science practices, which may impede adoption.

Variation in language has been acknowledged as central to the characterization of spoken and written discourse. Speakers' ability to change and adjust language according to the communicative circumstances is a prominent factor that demonstrates their linguistic literacy and skill. Nonetheless, few studies have explored the characterization of discursively motivated variation in sign languages, and little is known about the topic. The purpose of the current study is to present features of variation in Israeli Sign Language as they appear in two discourse types--narrative versus expository texts. We present this aspect of linguistic literacy as it is expressed in two case studies of two adult signers in two domains: sign parameters and the use of signing space. The findings reveal a discourse type effect on the way that these aspects are expressed and highlight the importance of discourse and linguistic knowledge to educators of deaf students.

According to logical theories of meaning, a meaning of an expression can be formalized and encoded in truth conditions. Vagueness of the language and individual differences between people are a challenge to incorporate into the meaning representations. In this paper, we propose a new approach to study truth-conditional representations of vague concepts. For a case study, we selected two natural language quantifiers "most" and "more than half." We conducted two online experiments, each with 90 native English speakers. In the first experiment, we tested between-subjects variability in meaning representations. In the second experiment, we tested the stability of meaning representations over time by testing the same group of participants in two experimental sessions. In both experiments, participants performed the verification task. They verified a sentence with a quantifier (e.g., "'Most' of the gleerbs are feezda.") based on the numerical information provided in the second sentence, (e.g., "60% of the gleerbs are feezda"). To investigate between-subject and within-subject differences in meaning representations, we proposed an extended version of the Diffusion Decision Model with two parameters capturing truth conditions and vagueness. We fit the model to responses and reaction times data. In the first experiment, we found substantial between-subject differences in representations of "most" as reflected by the variability in the truth conditions. Moreover, we found that the verification of "most" is proportion-dependent as reflected in the reaction time effect and model parameter. In the second experiment, we showed that quantifier representations are stable over time as reflected in stable model parameters across two experimental sessions. These findings challenge semantic theories that assume the truth-conditional equivalence of "most" and "more than half" and contribute to the representational theory of vague concepts. The current study presents a promising approach to study semantic representations, which can have a wide application in experimental linguistics.

This article describes the changing linguistic landscape on the North Shore of Vancouver, British Columbia, Canada, during the first three months of the COVID-19 pandemic. I present an account of the visual representation of change along the area's parks and trails, which remained open for socially-distanced exercise during the province's lockdown. Following the principles of visual, walking ethnography, I walked through numerous locations, observing and recording the visual representations of the province's policies and discourses of lockdown and social distancing. Examples of change were most evident in the rapid addition to social space of top-down signs, characterised mainly by multimodality and monolingualism, strategically placed in ways that encouraged local people to abide by social-distancing. However, through this process of observation and exploration, I noticed grassroots semiotic artefacts such as illustrated stones with images and messages that complemented the official signs of the provincial government. As was the case with the official signs and messages, through a process of discursive convergence, these grassroots artefacts performed a role of conveying messages and discourses of social distancing, public pedagogy, and community care.

In many descriptions of American Sign Language (ASL), signs like [breakfast] are identified as "compounds." These signs were once formed with two separate signs but have since fused into a single unit. This article presents an alternative definition of "compound" that includes both functional and formal properties. Following this updated definition, examples of ASL compounds are constructions like [name sign] and [sign language], which combine two object-concept words to name an object concept, as well as related constructions like [formal room] 'living room,' which also label object concepts. The updated definition of "compound" allows for terminological consistency and sets the stage for fuller understanding of the variety of multisign units in ASL.

This descriptive study aims to examine English as a Foreign Language (EFL) students' experiences in a study abroad context and the adaptation strategies they use to deal with academic and socio-cultural challenges. It also aims to show how the students' experiences and resilience affect their self-efficacy. The data are collected from nine Algerian female students who were enrolled in a doctoral program at the University of Jordan at the time of data collection. Face-to-face interviews and a self-efficacy scale were used to collect data from the participants. The findings reveal that the student participants faced many academic and socio-cultural challenges in the target context but managed to overcome them using adaptation strategies such as familiarizing themselves with the new teaching context and developing their self-efficacy. The results obtained from the self-efficacy scale show that most of the students developed a sense of self-efficacy, and that their study abroad experiences positively affected their level of self-efficacy.

This paper discusses how I design and teach an Interculturality in Language and Literary Studies (ILLS) Course. In doing this, I am very much influenced by the post-structural and post-colonial and interdisciplinary nature of my PhD study. The course itself is for sixth semester undergraduate students, after they have passed Skilled Courses, Introduction to Literature and Introduction to Linguistics, etc. In these reflections, I utilise a post-structural approach, in which I consider such a practice to never be final. It is always in process.

The combination of the quantitative turn in linguistics and the emergence of text analytics has created a demand for new methodological skills among linguists and data scientists. This paper introduces KNIME as a low-code programming platform for linguists interested in learning text analytic methods, while highlighting the considerations necessary from a linguistics standpoint for data scientists. Examples from an Open Educational Resource created for the DiMPAH project are used to demonstrate KNIME's value as a low-code option for text analysis, using sentiment analysis and topic modelling as examples. The paper provides detailed step-by-step descriptions of the workflows for both methods, showcasing how these methods can be applied without writing code. The results suggest that visual or low-code programming tools are useful as an introduction for linguists and humanities scholars who wish to gain an understanding of text analytic workflows and computational thinking. However, as with more traditional programming, caution must be exercised when using methods without fully understanding them. In conclusion, KNIME is a potential avenue for innovative research and teaching computational methods to humanities scholars.

Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners' writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic's (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students' awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students' writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.

Competent L2 writing has been described in research in terms of an increasing incidence, variety, and length of clauses; a countervailing compactness and tightness with reduced number of clauses even as clause length expands; and various interrelationships between syntactic realizations of texts and the genres they represent. These partly contradictory features are typically related to the fact that "advancedness" is both a notoriously vague term and a developmental stage that is more expansive than are introductory and intermediate levels of L2 performance. To contribute to a more differentiated understanding of advancedness--particularly its gradual development in instructed settings--this article examines the characteristics of advanced writing through an analysis of data that are (a) longitudinal, rather than cross-sectional, (b) embedded in an instructional environment that has implemented principled, articulated curricular, and pedagogical practices for the development of advancedness, and (c) analyzed within a systemic-functional linguistic framework in order to focus on the notions of experiential and logical meaning. By analyzing the intraclausal and interclausal resources that evolving advanced learners use and by relating them to the learners' developmental trajectory, this article contributes to a better understanding not only of the nature of advancedness but also of its development by adult instructed learners.

During the COVID-19 pandemic, German early childhood education and care (ECEC) institutions had to limit their provision of ECEC, implement protective measures, and handle new organizational tasks. Data from two longitudinal surveys (October 2020 to July 2021) among ECEC managers and pedagogical staff were analysed. Limited staff resources, limited access, and high pandemic-related challenges (i.e. difficulties and conflicts related to implementing protective measures), were negatively associated with the frequency of pedagogical practices (Models 1, 2). Manager ratings suggested increased developmental needs for children with low socio-economic status; also higher frequency of pedagogical practices at early stages of the pandemic (T1) was associated with lower increase of developmental needs at a later stage (T2, about 5 months later). In sum, this contribution provides evidence about how the COVID-19 pandemic might have affected quality in ECEC provision on both the structural and interaction level and how this, subsequently, impacted child outcomes.

Contextualized within our "Projects in Humanization" in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers--Daniel, Yuseva, and Sarah--and humanizing dialog to engage them in reflection on those identities. The central task, the "Language Use Profile"--part of the foundations course in our language teacher education programs--guided language teachers in developing their understandings of their bi-/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identities journeys such as "translanguaging to survive," "negotiating my identity" and being a "white woman who learned Spanish." SFL metalanguage served as a tool for the language teachers to make sense of their multidimensional language use. Our findings point to the potential of the Language Use Profile as a means for guiding language teachers in the identity work that is central in humanizing language teacher education.

Term extraction from textbooks is the cornerstone of many different intelligent natural language processing systems, especially those that support learners and educators in the education system. This paper proposes a novel unsupervised domain-independent model that automatically extracts relevant and domain-related key terms from a single PDF textbook, without relying on a statistical technique or external knowledge base. It only relies on the basic linguistic techniques of the natural language processing: pattern recognition, sentence tokenization, part-of-speech tagging, and chunking. The model takes a PDF textbook as an input and produces a list of key terms as an output. Furthermore, the model proposes a novel classification of sentences from which the concept of defining sentences is proposed. The defining sentences are the main textual units that the model revolves around to identify the key terms. The architecture of the proposed work consists of 21 processes distributed across three phases. The first phase consists of five processes for extracting text from a PDF textbook and cleaning it for the next phases. The second phase consists of eight processes for identifying the defining sentences and extracting them from all the textbook's sentences. The last phase consists of eight processes for identifying and extracting the key terms from every defining sentence. The proposed work was evaluated by two experiments in which two PDF textbooks from different fields are used. The experimental evaluation showed that the results were promising.

The purpose of this research is to support the language revitalization and reclamation of Nuu-wee-ya', a Dene language from Southern Oregon and Northern California, and to contribute to the discussions on methodological particularities of archive-based research for language revitalization. Nuu-wee-ya' is a sleeping language comprising three dialects (Tututni/Upper Coquille, Tolowa, and Galice), two of which are currently being reawakened through community efforts and philological analysis of archival materials. Native American philological analysis for language reclamation is a burgeoning field needing methodological introspection. This paper describes the semantic function of a small subsection of verbal prefixes: na-, ni-, nu-, ne-, and nv-. I also provide commentary on unique factors of language reclamation from a philological analysis. It is hoped that this work can provide information on approaches to analyzing verb semantics to further speaker-learner reclamation of a sleeping language, furthering the development of methodologies in the field of Native American philology as well as contributing to the understanding of the semantic use of verbal prefixes in Dene languages. May this work support the growth and use of Nuu-wee-ya' language and culture.te

Purpose: The purpose of this study is to identify discourses of sustainability of community colleges and how they related to sustainability imaginaries. Design/methodology/approach: This study used a combination of research strategies associated with corpus linguistics and critical discourse analysis. Data included 57 issues of "Community College Journal," a professional magazine published by the American Association of Community Colleges, and 2,972 abstracts of dissertations about community colleges. Publication dates ranged from 2010 to 2020. Findings: Community college discourse of sustainability coheres around six themes: careers and fields of study; curriculum and credentialing; campus ecological sustainability; administrative roles and processes; external organizations, partnerships and processes; and fiscal sustainability. There is little evidence of a sustainable living imaginary found. Research limitations/implications: The analysis is limited to a specific set of professional and academic texts about community colleges. Future researchers should explore discourses of sustainability in other contexts. Originality/value: There has been no research associated with critical discourse analysis and corpus linguistics to explore community college discourses of sustainability, specifically in the field of community college leadership. The findings of this study situate the community college within contests over sustainability competencies in the practice of community college leadership development.

During instruction, students are typically presented with new information through several modalities, such as language and images. Students need to attend to these different modalities and integrate the information in both in order to learn and generalize from instruction. Many studies have shown that the features of each modality, such as the use of generic noun phrases or perceptually bland visualizations, influence how much students generalize. However, few studies have manipulated both the linguistic and visual information to examine how students integrate the two modalities and how they generalize when the modalities cue different levels of generalization. Study 1 examines what combinations of linguistic and visual information are common in elementary school science books. Studies 2-6 show that undergraduate students rely primarily on the linguistic information when generalizing. Study 7 reduced the possible split of visual attention by reading out the text for participants and shows that undergraduate students generalize more broadly when the information in either modality promotes generalization, but their effect does not compound. Study 8 shows that elementary school students generalize more broadly when the linguistic information is broad, but the visual information is rich. These results suggest that students across ages use linguistic features similarly to guide their generalizations, but how they integrate the linguistic and visual information changes with age. Based on these findings, I propose the cues to generality hypothesis, as an account of how students use information in lessons to determine how far to generalize.

In this article, co-authors Brian Mooney, Joniesha Hickson, Aaleah Oliver, and Jahvel Pierce discuss language, race, and education with author April Baker-Bell. Speaking from their perspectives as teachers, scholars, researchers, poets, spiritual leaders, and cultural workers, their experiences address the importance of sustaining a Black linguistic consciousness within and outside of classrooms where students experience Anti-Black Linguistic Racism. This intergenerational dialogue and critical cultural cypher reflect the linguistic counter-space the authors co-constructed through Hip Hop and spoken word at a high school in New Jersey. The cypher addresses the article's central question: What is Black linguistic consciousness and how do we sustain it for liberation, equity, and excellence in education?

This article compared three-word move-specific lexical bundles (MLBs) in dissertation abstracts authored by linguistics doctoral students from China and the United States. Two separate corpora were constructed for analysis: (1) The China Linguistics PhD Abstracts Corpus (CLC), consisting of 700 abstracts totaling 613,713 words generated by doctoral students from China specializing in linguistics, and (2) the America Linguistics PhD Abstracts Corpus (ALC), comprising 700 abstracts totaling 247,359 words written by American doctoral students in linguistics. The identification of MLBs was based on log-likelihood values, indicating a notably higher number of instances within a specific move in contrast to the overall corpus. The study then proceeded to compare the structures, functions, and communicative purposes of MLBs in the two corpora. The findings of the analysis are as follows: (1) Chinese students employed a higher percentage of NP- and PP-based MLBs but a lower proportion of VP-based MLBs, and both groups used different words within similar structures; (2) Chinese students employed a higher percentage of research- and participant-oriented MLBs but a lower proportion of text-oriented MLBs, and the two groups used dissimilar MLBs to fulfill similar functions; and (3) the two groups employed distinct MLBs to achieve identical communicative purposes, with Chinese students utilizing MLBs specific to the CLC corpus. These findings highlight the pedagogical significance of MLBs and underscore the importance of corpus linguistics in identifying and teaching essential move-specific vocabulary to second/foreign language learners.

Scientists use specific terms to denote concepts, objects, phenomena, etc. The terms are then connected with each other in sentences that are used in science-specific language. Representing these connections through term networks can yield valuable insights into central terms and properties of the interconnections between them. Furthermore, understanding term networks can enhance assessment and diagnostics in science education. Computational means such as natural language processing and network analysis provide tools to analyze term networks in a principled way. This study utilizes natural language processing and network analysis to analyze linguistic properties of terms in the natural science disciplines (biology, chemistry, and physics). The language samples comprised German and English Wikipedia articles that are labelled according to the respective discipline. The different languages were used as contrasting cases. Natural language processing capabilities allowed us to extract term networks from the Wikipedia articles. The network analysis approach enabled us to gain insights into linguistic properties of science terms and interconnections among them. Our findings indicate that in German and English Wikipedia terms such as theory, time, energy, or system emerge as most central in physics. Moreover, the science-term networks display typical scale-free, complex systems behavior. These findings can enhance assessment of science learner's language use. The tools of natural language processing and network analysis more generally can facilitate information extraction from language corpora in the education fields.

This research presents a new theoretical framework through assessing readability research based on the linguistics and communication perspectives to determine the obfuscation probabilities and how to mitigate them. Therefore, this systematic literature review analyzed 219 papers using the SCOPUS and Web of Science databases. Findings show that in every language approach, there is an obfuscation level for annual reports, depending on the weakness of a particular component of the text communication process, starting from the use of a complex writing style and ending with the imposition of specific methods of presentation, while suggesting ways to mitigate the obfuscation.

The study examines the intermodality in children's picture books, with a special focus on the visual-verbal meaning instantiation in young learners' visual literacy readings. Picture books serve as one of the main platforms and channels that prepare children for early literacy education. Coronavirus as a key theme children have encountered during the COVID-19 pandemic period has been widely discussed in picture books for different educational purposes. This study employs systemic functional linguistics (SFL)-based multimodal discourse analysis and draws upon Painter, Martin, and Unsworth's (2013) visual narrative analytic framework to explore the intermodal relationships between the visual and verbal meaning systems and how each semiotic system is represented and instantiated in the picture books as bimodal texts. "Coronavirus: A book for children" (2020) and "My hero is you: How kids can fight COVID-19" (2020), the two most widely disseminated picture books on Coronavirus, were chosen for case study and comparative analysis. Through these, the intermodal meaning making process that features in children's literature is examined and synthesised from the three visual analytical perspectives of the representations, relationships, and organisations in the social semiotic construction to facilitate children's ability to read and comprehend the COVID-related visual information in integration with the verbal semiotics. The findings reveal the visual images function as visual recontextualization for the verbal realisations and provide imagistic contextualisation for the textualized storytelling.

In this article, I reflect on the complexities of signification and suggest that the study of music allows us to push forward the radical project of dis-inventing language in applied linguistics (Makoni and Pennycook 2007). In thinking about language, music, and meaning, I focus on a song that has travelled around the globe and that has sounded the Black radical tradition: Aretha Franklin's song "Respect" (1967). I explore the multiple significations of this song: the revolutionary atmosphere in which the song emerged and which it co-created, the voices that shape it, and the ethics that its words articulate. Throughout the text, I emphasize the importance of listening as a scholarly stance. Theoretically, the article draws on the ideas of minor theory (Deleuze and Guattari 1983) and disciplinary disobedience (Gordon 2014), two perspectives that are helpful when thinking about southern theory and decolonial scholarship. The aim is to see worlds in the grain of the voice (Barthes 1977), in the grain of a song, and to articulate expressive struggles.

Recent research has studied teacher emotions vis-à-vis teachers' learning, practice, and identity development and called for teacher-learning practices to include an intentional focus on emotions. Responding to this call, I designed a teacher-learning activity called 'critical autoethnographic narrative' (CAN). I coached teacher candidates (TCs) to narrate and analyse their experiences with the use, learning, and teaching of languages in order to explore their own identity construction and corresponding emotional responses. In this study, I draw data from my CAN implementation in a Linguistics course with MATESOL students at a large southeast US university. I specifically analyse a TC's (Rachel's) case to explore how in the guided and iterative process of writing CAN, she made sense of teacher emotions in her storied experiences to understand her language teacher identity. I found that as Rachel moved forward in writing CAN, she began discussing her emotions and identity in relation to meso- and macro-level ideologies. Reflecting the iterative process of the CAN writing, she also went back to earlier emotional experiences and re-interpreted them with her developing teacher lens. The paper presents her emotions in learning and using languages, navigating the university institutional landscape, and teaching and learning to teach English.