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This paper presents an analytical review of scientific works devoted to one of the topical studies in cognitive and cultural linguistics, to the concept of "money" that is included in the corpus of basic concepts of European civilization. The framework consists of systematization of most of existing scientific results of verbal representation, structuring of the concept of "money" in the context of Russian, English, German, French languages. A comparative analysis of the ways and means of language representation of the concept "money" in Russian, English, German, French, sets the combination of versatile and specific features that embody the nature of the concept of "money" in these national languages. The obtained scientific findings represent the opportunities of an embodiment of the general cultural concept of "money" in national linguocultures. The practical value is determined by the fact that the obtained structured scientific data in the specified conceptual field can be used by scientists when developing linguoculturological dictionaries of basic concepts of European culture, as well as in the development of training courses, for which these dictionaries will become a content database.

Stance in general and metadiscourse markers, in particular, have attracted the interest of several studies. Therefore, this study explores the use of metadiscourse in the second language (L2) academic writing by English as a foreign language (EFL) postgraduates in one of the Malaysian public universities. We analyzed the frequency and wordings of modality within the citations of the literature review chapters of 20 Ph.D. theses employing the Systemic Functional Linguistics. Data were analyzed manually utilizing the technique of quantifying the findings to highlight the similarities and differences in using metadiscourse markers. The findings revealed the dominance of full declarative clauses in both Applied Linguistics and Information Technology. Besides the Finite Modal Operators, Mood Adjuncts and Comment Adjuncts were also used to demonstrate modality with a variety in their stance, degrees, and frequencies. Pedagogically, these findings could help supervisors in identifying the implications of their students' writings. In addition, students can be directed towards reading EAP textbooks and materials that are dedicated to areas of academic writing, metadiscourse markers, and citations.

EFL textbooks, academic material, and language proficiency tests include phrasal verbs. However, many Lebanese high-school EFL learners reflect unfamiliarity with phrasal verbs and tend to avoid them in their language production. To this end, a twofold research was conducted. First, a corpus linguistics analysis of the Lebanese national EFL instructional material was carried out to map the occurrence of phrasal verbs and related activities. Second, an experimental research was conducted to investigate the impact of cognitive linguistics strategies on the instruction of phrasal verbs to EFL Lebanese high-school learners, through Google +. The utilized instruments were pre/post-tests, surveys, interviews, intervention tasks, anecdotal notes. In the first part, corpus analysis revealed that phrasal verbs occurred recurrently; however, related activities were seldom traced. In the second part, the results analyzed quantitatively and qualitatively highlighted the positive impact of cognitive linguistics strategies on the instruction of phrasal verbs through Google +; the experimental group outperformed the control significantly. Further research on a larger scale of participants can be done

Imparting 'literary competence' (understood here as a combination of skills involved in engaging with 'texts' of various kinds, among them film) has always been a core concern within German critical pedagogy. This article presents 11 aspects of literary learning, covering subjective involvement and the development of a text within the imagination; cognitive approaches such as awareness of perspectives, logic of action and linguistic style; and consciousness of genre-related and literary-historical classification. While these suggestions pertain in particular to the teaching of written literature, they are presented here as also having considerable significance for the teaching of film, and with a new introduction from German film education scholar Petra Anders.

The present study was an attempt to investigate the perceptions of the Iranian foreign language policy makers as articulated in Iran's foreign language policy document using a systemic functional linguistics approach. To this end, the type of processes and participants who have been used in Iran's foreign language policy document were identified and interpreted in light of the assumptions of systemic functional linguistics and the related literature. The findings point out that the foreign language education policy document is heavily influenced by and draws on well-entrenched ideological, historical, religious, and political discourses. Further interpretations show that the FLEP document is heavily influenced by what is referred to as the Islamic ideology and discourse. In addition, applying a systemic functional linguistics approach to the document also offers a host of other interesting information about the Iranian foreign language teaching policymakers underlying perceptions about foreign language teaching and issues of globalization and imperialism. The concept of agency and how it is deemed by the Iranian foreign language practitioners was another identified topic. An investigation of the National Document of Education that includes the FLEP document as one of its subsections further showed that teachers have been appropriately described as autonomous individuals who possess the required agency to conduct and direct the classroom learning and teaching processes. Investigations also provide information on the perceptions of the Iranian foreign language education policymakers about the age that students must begin the learning of a foreign language at school.

We present findings from a 1-year study of students' plurilingualism across the disciplines in Canadian higher education. We analyze how students exercise their plurilingual competence, focusing on the use of Chinese languages as tools for learning at a university in Metro Vancouver, Canada. The following data are presented: field notes taken during classroom observations, transcripts of recordings of students using Chinese languages while working collaboratively, and semi-structured interviews with students in which they discuss how they use languages for learning. We weigh the creative and instrumental use of Chinese languages as tools for learning against the dominance of academic English. We suggest that the tension between the use of Chinese languages during the process of learning and academic English for assessment underlies the ambivalence around which student participants perceive and practice plurilingualism in higher education.

The purpose of the study is to examine and evaluate the impact the the multimedia textbook-based interactive, based on ICT model learning environment provides for the learning styles of the university students majoring in Philology. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains this learning model brought to both students and instructors. A multimedia textbook to deliver the course in Urkainian Languge was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Philology, this methodology could be applicable to teaching Ukraninan for Specific Purposes to other majors, such as: Psychology, Law, Cultorology. The research is advancing the knowledge of integration ICT (multimedia) tools into teaching, and specifically the use of multimedia textbooks to deliver Ukrainian English course to the students majoring in Philology.

This study presents the expansion of nominal groups in a systemic functional grammar class of an English language teacher program in 2016 at a Colombian public university. The participants were six student teachers. Nominal groups were first considered in a document written by the students before being exposed to the principles of systemic functional grammar and then in a revised version after the exposure to it. The study shows initial improvements in the enlargement of nominal groups between the two written productions and provides insights into the enormous potential for structural and meaningful expansion and the complexity of nominal groups. The gained awareness may become a cognitive framework for students to produce complex nominal groups in academic productions demanded in their studies and in the exercise of their professional practice.

Linguistics and speech therapy are two directly related areas whereby the first one, with appropriate development, should follow the latter as a support in a theoretical and practical sense. In a study carried out amongst Slovene speech therapy students, the researcher was interested in their views regarding the importance of linguistic content in their studies. The sample included all active students who were enrolled in the first-level and second-level study program of speech therapy at the Faculty of Education of the University of Ljubljana in the academic year 2018/19. In total, we received 43 appropriately completed questionnaires. All participants were female. A descriptive and causal-non-experimental method of pedagogical research was used. The study also offers a comparison of answers according to the study year (1st, 3rd and 5th) and results verifying the connection and dependence between different variables.

When you want to learn about teacher training in Namangan, everyone knows--ask Mamura. Mamura Alimova is a senior teacher in the English Philology Department at Namangan State University, located in the beautiful Fergana Valley of eastern Uzbekistan. Ms. Alimova, through her involvement in countless projects, has established herself as an important contributor to the field of English teaching in Uzbekistan.

This paper reports on a research project in Responsible Tourism (Prayag, Hosany, & Odeh, 2013) carried out at the University of Salento in collaboration with the local administrations of some seaside resorts in Southern Italy affected by migrants' massive arrivals. This project, which involves tourists, migrants, university students in intercultural mediation and local communities, applies a model of Experiential-Linguistics (Lakoff & Johnson, 1999) to a multimodal Ethnopoetic analysis (Hymes, 2003; Kress, 2009) of (a) non-Western migrants' traumatic accounts of journeys across the sea, reported in their own ELF variations (Guido, 2008, 2018), (b) Western epic narratives of Mediterranean dramatic voyages rendered from Ancient Greek and Latin into modern ELF variations, and (c) multimodal representations of the ethnopoetic rhythms of such ancient and modern sea-journey narratives through the production of a promotional video. The aim is to highlight the experiential common roots shared by classical-epic and contemporary migration narratives. Three main research phases will be explored, which are characterised by pedagogical activities meant to foster an active, multicultural community integration, as well as a view of tourism as an inclusive social experience.

The paper focuses on the essential problem of linguistic personality analysis. It aims to study language means representing linguistic personality of Metropolitan Antony of Sourozh (Bloom). The authors analyse the linguistic personality at three levels: semantic, linguo-cognitive and motivational. The linguistic personality is characterised through the prism of linguistic consciousness and speech behaviour, i.e. from the perspective of linguistic conceptology and the theory of discourse. The research results show that the linguistic personality's cornerstone is the concept "BELIEF" which is interpreted by various confessions differently. The metropolitan mainly uses questions which can occur in the quotes used during a sermon that transfers a listener to a format of a polilologue. The preacher most often addresses the tactics of conducting a dialogue and the tactics of "thought-reading". As a preacher, Metropolitan Anthony of Surozh is a representative of Orthodox Church as a social institute, whose picture of the world is also influenced by the national picture of the world which reflects religious, historical, cultural and political presuppositions of England as well as those of 20th century Western Europe. The authors state that the linguistic personality of a preacher experiences transformations under the pressure of secular society reflected at the verbal and semantic levels and, depending on a sermon recipient's type of personality -- at the motivation level.

The article discusses the development of the linguistic identity of a novice literary translator in the course of academic training. The authors claim that teaching literary translation presupposes creating an academic environment conducive to untapping the creative potential of translation students. The paper describes an experiment in which 30 Ukrainian translations of the prologue from Julia Franck's novel "Die Mittagsfrau" executed by young translators were analysed. The outcomes of the research allowed for the identification of translation strategies and typical translation mistakes, and the dependence of translations on the translator's linguistic identity. The study proves the hypothesis that creativity comprises an indispensable component of the translator's personal linguistic identity and can be developed in the course of professional training. This also allows the authors to highlight the factors that influence the formation of the translator's professional competence as well as outline perspectives for further research into think-aloud protocols provided both by experienced and novice translators.

This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country's social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students' political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.

The article analyses the system of methodological principles employed in the comprehensive study of linguistic variation in diachrony. In particular, the author defines the essence of the scientific principle as a means of linguistic study as well as thoroughly describes the system of methodological principles of a diachronic study of any linguistic variations. The described methodological foundations of a diachronic study are substantiated through the prism of Ukrainian written monuments of the late Middle Ages. The paper also outlines the prospects of further theoretical and methodological scientific studies for historical linguistics. The study material comprises more than nine thousand variable language elements, recorded in the texts of business and religious writing of the late Middle Ages. The sources for the study are represented by handwritten and printed monuments of the official style of the Old Ukrainian language and the religious style of the Church Slavonic language of the Ukrainian edition. As a result of the carried out research, it has been defined that the methodology of diachronic study of variable language phenomena is based on the principles of a scientific and objective approach to the variation of the literary language in historical conditions on the basis of a complex unity of historical, systemic, anthropocentric, and synergetic directions of linguistic studies. The described methodological aspects of the study of linguistic variations can be used in training courses of general linguistics, historical grammar of the Ukrainian language, the history of the Ukrainian literary language and historical dialectology as well as in the following optional courses: "Language Variation in Diachrony", "Principles and Methods of Linguistic Analysis of Linguistic Variation", "Formation of the Ukrainian Language Standards" for students of philological departments.

This study aims to give a brief overview of some prominent figures in the field of English Language Teaching (ELT) and their main contributions to the field. Since the field is closely interlinked with linguistics and psychology, most of the major contributors covered in the study are psychologists or linguists from various time frames as of the late 1800s. Actually, the current stage attained in the field is the accumulation of knowledge and experiences throughout centuries;and some outstanding figures have made really remarkable contributions in this long process.While some of them produced ground-breaking theories concerning a specific aspect of the field,some others produced guiding academic resources that has been employed by thousands of ELT researchers and practitioners. Although there are many studies which focus on different aspects o fELT and cover dispersed information about the outstanding figures covered here and their contributions, there is not one which provides a compact pile of information on these significant contributors. It has been intended to fill this gap in the existing literature and constitute a to-the point address about the fathers and mothers of ELT for the researchers, practitioners, and the interested layman.

To account for natural variability in cognitive processing, it is standard practice to optimize a model's parameters by fitting it to behavioral data. Although most language-related theories acknowledge a large role for experience in language processing, variability reflecting that knowledge is usually ignored when evaluating a model's fit to representative data. We fit language-based behavioral data using experiential optimization, a method that optimizes the materials that a model is given while retaining the learning and processing mechanisms of standard practice. Rather than using default materials, experiential optimization selects the optimal linguistic sources to create a memory representation that maximizes task performance. We demonstrate performance on multiple benchmark tasks by optimizing the experience on which a model's representation is based.

The term "polyfunctionality" has an extraordinary number of synonyms and near-synonyms in linguistics, e.g. "multifunctionality," "polycategoriality," "conversion," and "zero derivation." In this paper I will present many of these terms and discuss possible differences (for some authors) among them. The paper will thus be a case study in "hypersynonymy," the existence of a very large set of (near-)synonymous terms.

Assessment of clinical teachers by learners is problematic. Construct-irrelevant factors influence ratings, and women teachers often receive lower ratings than men. However, most studies focus only on numeric scores. Therefore, the authors analyzed written comments on 4032 teacher assessments, representing 282 women and 448 men teachers in one Department of Medicine, to explore for gender differences. NVivo was used to search for 61 evidence- and theoretically-based terms purported to reflect teaching excellence, which were analyzed using 2 × 2 chi-squared tests. The Linguistic Index and Word Count (LIWC) was used to categorize comment data, which were analyzed using linear regressions. The only significant difference in NVivo was that men were more likely than women to have the word "available" in a comment (OR 1.4, p < 0.05). A subset of LIWC variables showed significant gender differences, but all effects were modest. Men teachers had more positive emotion words written about them, while negative emotion words appeared equally. Significant differences occurred more often between the men and women residents who wrote the comments, rather than those attributed to the gender of the teachers. For example, women residents used more social and gender-related words ([beta] 1.87, p < 0.001) and fewer words related to power or achievement ([beta] -3.78, p < 0.001) than men residents. Profound gender differences were not found in teacher assessment comments in this large, diverse academic department of medicine, which differs from other studies. The authors explore possible reasons including differences in departmental culture and issues related to the methods used.

This study investigates how linguistic and nonlinguistic information interacts in second language (L2) sentence processing. Previous studies argued that L2 behaviors might stem from how L2 speakers rely more on one type of information over another. However, direct attempts have not been made to test the (dis)agreement of different information types. To fill this gap, the present study explored the integration of definiteness and real-world knowledge. Experiment 1 showed that both first language (L1) speakers (n = 34) and advanced L2 speakers (n = 49) could use definiteness to predict unmentioned referents, but intermediate L2 speakers could not (n = 35). After confirming that L1 and L2 speakers shared the same real-world knowledge, Experiment 2 (n (L1) = 36, n (L2) = 43) showed that the two groups' behaviors differed when linguistic and nonlinguistic information had to be processed simultaneously. The findings suggest that L2 speakers can process linguistic information in a targetlike manner only in the absence of usable nonlinguistic information.

The vocabulary of human languages has been argued to support efficient communication by optimizing the trade-off between simplicity and informativeness. The argument has been originally based on cross-linguistic analyses of vocabulary in semantic domains of content words, such as kinship, color, and number terms. The present work applies this analysis to a category of function words: indefinite pronouns (e.g., "someone," "anyone," "no one"). We build on previous work to establish the meaning space and featural make-up for indefinite pronouns, and show that indefinite pronoun systems across languages optimize the simplicity/informativeness trade-off. This demonstrates that pressures for efficient communication shape both content and function word categories. In doing so, our work aligns with several concurrent studies exploring the simplicity/informativeness trade-off in functional vocabulary. Importantly, we further argue that the trade-off may explain some of the universal properties of indefinite pronouns, thus reducing the explanatory load for linguistic theories.

This study explored the relationship between linguistic features and the rated quality of letters of application (LAs) and argumentative essays (AEs) composed in English by Chinese college-level English as a foreign language (EFL) learners. A corpus of 260 LAs and 260 AEs were analyzed via a confirmatory factor analysis. Latent variables were EFL writing quality, captured by writing scores, and lexical sophistication, syntactic complexity, and cohesion, each captured by different linguistic features in the two genres of writing. Results indicated that lexical decision times, moving average type-token ratio with a 50-word window, and complex nominals per clause explained 55.5 per cent of the variance in the holistic scores of both genres of writing. This pattern of predictivity was further validated with a test corpus of 110 LAs and 110 AEs, revealing that, albeit differing in genre, higher-rated LAs and AEs were likely to contain more sophisticated words and complex nominals and exhibit a higher type-token ratio with a 50-word window. These findings help enrich our understanding of the shared features of different genres of EFL writing and have potentially useful implications for EFL writing pedagogy and assessment.

Informed by the stories of transnational youth's participation in massive multiplayer online role-playing games (MMORPGs) in Mexico, this study explores the language/identity development and successful (re)integration of these youth in Mexican schools and communities. Drawing on students' voices, we utilize a multimodal systemic functional linguistics framework to explain how engagement in MMORPGs allows youth to creatively demonstrate fields of knowledge and critically reposition themselves with positive in-the-moment and imagined identities. We call for teachers to create third spaces for youth to meet and play MMORPGs. Findings suggest that creating these blended affinity spaces may create opportunities for transnational youth to translanguage, find sanctuary within peer-interest-based communities of practice, maintain meaningful online connections with friends in the United States, form new important friendships, and create the identities needed for successful (re)integration in Mexico.

Technology has paved the way for new modalities in language learning; however, indigenous populations often lack access to these tools. This critical literature review examines how researchers have tried to overcome this hurdle by reaching out to marginalized indigenous populations and providing access to emerging technologies. We used 63 texts from 1990 to 2019 to explore how technologies have been used to empower marginalized indigenous language learners. Each article was coded using a list of descriptors created from general themes discovered by a cursory reading of ten articles. Based on our analysis, indigenous populations' often lack access to these tools, making it difficult for them to utilize these tools for language maintenance, growth, and preservation. Moving forward, we recommend that additional initiatives -- further inclusion of indigenous languages within, and increased funding for, mainstream linguistics research -- are taken to further develop technology and marginalized populations' access to them.

Sustainable literacy in language learning and teaching is a relatively new area of research. The majority of volumes and articles have been published since 2010. This bibliographical review traces the main factors influencing the development of sustainable literacy in foreign language (FL) learning and teaching: ecolinguistics, the ecology movement, and environmental humanities. The author delves into the origins of education for sustainable development (ESD) in FL teaching and highlights the impact that American FL academics have had in enhancing ESD through curricular and module design. This teaching and learning enhancement is connected with the publication of the Modern Languages Association report in 2007, which called for the renovation of FL education in Higher Education due to a decrease in the number of students interested in learning languages. The article continues with a description of the main common features among the main publications. The bibliographical review ends outlining the two main edited volumes in this field.

The study compares the uses of the native-speaker concept as a legitimizing resource in language-standard ideologies and normative discourse in five languages of European origin. Much research and international discussion has focused on the native speaker of English, a symbolically international language. We aim to show how the native-speaker concept may function differently in national-standard ideologies. The study entails a concise comparison of five European standardization ideologies, a closer look at three such ideologies, and a case study of the native speakers' function in the normative discourse on a syntactic construction of a national language, namely Swedish. Much language planning and standardizing relies on academic linguistics for legitimacy, and native speakers' judgments are an irrefutable data source in theoretical linguistics. However, the concept of the native speaker as a judge of linguistic material is recontextualized in normative discourse. Drawing on analyses of national-standard ideologies and standardizing discourse, results indicate that the native speaker may have different repercussions depending on the heterogeneity of the speech community and the standard ideology. We argue that the native speaker may function as a border marker of the standard language, but in national languages also of what is considered intralingual variation, and thus in symbolic terms the nation.

Teacher feedback has been reported to be challenging for learners to understand and use productively in revising their writing, especially when it is provided in a monologic manner. There have thus been calls for teachers to ensure feedback is more 'dialogic' or 'interactive', encouraging students to become active respondents to feedback rather than mere receivers of it. However, teacher dialogic/interactive feedback in face-to-face settings may be time-consuming and demanding for teachers. This motivated us to think of how electronic (e-)feedback practices could be made more interactive through the use of technological tools. This study, based on the instructor's written feedback on 10 undergraduates' L2 academic writing for a course in language and linguistics in a Malaysian public university, identifies several factors clustered under three dimensions: teacher-related, task-related and learner-related factors that promote teacher-learner interactions in teacher e-feedback in Google Docs. Interactive feedback also contributed to students' discussion of issues in their writing, engagement in accurate text revisions and negotiation of feedback. The study discusses pedagogical implications for instructors in promoting interactive feedback practices in writing courses.

As it is a common practice in Dual Language Education (DLE) classrooms throughout the United States, language separation tends to be a planning policy that is usually enforced by curriculum designers, school administrators, and bilingual teachers. However, research has shown that DLE teachers and students have the potential of teaching and learning "bilingually" in their own terms. Using theoretical perspectives from Anthropolitical Linguistics coupled with Ruíz's seminal work on language as problem, resource, and right; and other socio-cultural frameworks, this paper presents an ethnographic case of a seventh-grade DLE mathematics classroom, and examines how the members of this mathematics community use their bilingual abilities in a flexible way; which in turn, influence the development of mathematics biliteracies. Drawing from a larger ethnographic project, this study shows how the members of a bilingual mathematics community of practice break language norms, which prevail in DLE classrooms, to promote mathematics biliteracies. Findings suggest that using a 'translanguaging' approach in DLE classrooms is an effective way for teaching and learning mathematics with a biliteracy approach. Some implications for schools, teachers, and teacher educators are discussed.

The present paper investigates the acquisition of L3 Polish by L1 Italian university students of L2 Russian. The participants had never studied the L3 prior to the experiment, but took a meta-linguistically explicit course in Slavic Linguistics focussing on Polish/Russian contrastive grammar. The main research question is whether or not the similarity of the target structure in the two languages allows learners to transfer the L2 processing mechanisms to the L3. The conflicting predictions of the FT/FA hypothesis and of the DMTH are compared. The results show that alongside typical developmental errors, clear instances of L2 transfer can be identified. Although transfer does not always produce target-like results, it arguably constitutes evidence of the processing of a target structure which is not normally accessible in the early stages of acquisition.

This paper draws on qualitative research that examines the biliteracy practices of Black Language (BL) speakers in an elementary, two-way immersion (TWI), dual-language bilingual program, using Raciolinguistics as a theoretical lens. Specific questions that guided the study addressed the features of communicative contexts where BL was utilized and the linguistic features of BL that were shared in these multilingual spaces from the students. Findings demonstrated that BL speakers exercised student agency often as they utilized BL in a variety of roles and contexts despite restrictive language policies. Implications for educators working with BL speakers in TWI programs are shared.

Adopting the framework of projection from Systemic Functional Linguistics, the present study explored the deployment of projection in summary writing by three levels of college EFL learners from a university in mainland China. Data were collected from one summary writing by three classes of different levels' learners in an English program from a university in the southern part of mainland China. Quantitative analysis showed that projections increased dramatically from Year 1 to Year 2 and dropped slightly from Year 2 to Year 3. Qualitative analysis revealed that the use of projecting verbs showed huge differences among the three levels of learners. Year 1 students used only a very limited range of projecting verbs. Year 2 learners used a more comprehensive range of such verbs but tended to use them repetitively and inappropriately. In contrast, year 3 students used a much more comprehensive range of projecting verbs in their summary writing and construed projection at different levels. It is recommended that more attention should be paid to the teaching of projection at phrase and text levels in EAP.

Readability formulae have been used to predict text difficulty, but their construction has been challenged. Previous readability formula designers typically adopted correct responses to reading comprehension questions (RCQs) as dependent variables, but they did not assess the effect of linguistic predictors concerning RCQs in the formula. Thus, this study self-designed a Chinese reading comprehension test, sampled 347 Chinese students in grades 7 and 8 as test-takers, and constructed readability formulae of whole-passage and answer-section models. Correlation and regression analysis showed that the effect of RCQs on the linguistic predictors of readability biased the typical whole-passage model when the model was used to predict text difficulty. We suggest researchers construct updated readability formulae by analysing the effect of RCQs on linguistic predictors of answer-section text to accommodate the present standardised reading tests. We also call for the construction of a readability formula for non-test library reading materials.

Television, like other media, can work as a platform for promoting learning. This article illustrates the value of multimodal discourse analysis for evaluating the potential of a children's television show as a vehicle for fostering knowledge and skills in a specific subject area. Drawing on social semiotic principles and systemic functional genre theory, we examine the use of language and other modes in "Teacup Travels" -- a show designed to introduce young viewers to historical artefacts. The analysis demonstrates that both story structure and particular semiotic resources contribute to how these objects are represented, and thus shape the TV programme's potential to engage children in learning about the past. Our findings suggest that multimodal storytelling strategies used in "Teacup Travels" encourage some aspects of children's historical consciousness and thinking, while backgrounding others.

Content-based instruction is a favoured methodology for approaching L2 language instruction. Although vocabulary development is one language area where advanced learners could grow, there is little research focusing on vocabulary instruction in content-based Spanish L2 courses at US universities. This study analyses a corpus of 25 hours of instruction comprising two upper-level culture courses and one upper-level linguistics course taught by three experienced instructors. Although the courses differed in content and the instructors' pedagogical practices, all three offered opportunities for learners to increase vocabulary breadth and depth through lexical elaborations. Interactive lectures, review of content, and text-based discussions contributed to a higher number of elaborations. Moreover, students' participation was fundamental to increasing the interactive nature of those elaborations. Findings show that specialised and general vocabulary as well as proper nouns and even new terms in English were targeted for elaboration. Overall, this study presents a positive view of the content-based classroom as a place for vocabulary development. The study further suggests that an even richer instructional context could be created by helping teachers become more aware of the need to plan for and implement classroom opportunities for increasing vocabulary knowledge.

Today, L.S. Vygotsky's concept of a 'zone of proximal development' (ZPD) is often used to just mean best practices in early years teaching, like scaffolding. But in his original theory, the zones linked age periods distinguished by age-specific neoformations -- one of which was the formation of concepts at adolescence. So Vygotsky rejected Stern's idea that early years already had the wherewithal of adult concepts and affirmed the age-specific quality of child thinking instead. He demonstrated this through two ingenious 'name games'. In this paper, with the help of two Korean children, we will replicate the name games and use one game to study the difference between Vygotsky's 'Crisis at Three' and the 'Crisis at Seven'. We describe the differences from the systemic-functional perspective of Ruqaiya Hasan and Michael Halliday. In this way, we hope to restore a diagnostic function to Vygotsky's ZPD.

This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic Functional Linguistics (SFL) as our theoretical framework to reflect on how words become meaningful in multiple ways as a result of context, particularly when used in more than one language. From this perspective, we pose that children's language use is affective and made meaningful through social relationships. We consider how the understandings of multilayered meanings uncovered using an SFL lens affords a substantial path to interpret and think about the language use of multilingual children during mathematics learning. We argue that careful attention to and interpretation of children's language can help counteract pervasive ideas of neutrality in education.

Based on Systemic Functional Linguistics (SFL) informed genre theory, this paper investigates the interplay between narrative and analytical representations of the past in texts used for history-educational purposes. In this paper, it is argued that the role of narrative merits further attention in history genre descriptions. Thirteen history texts, selected from a lower-secondary history-instructional unit about European colonization, are examined. The examination of stages, narrative elements, and the way historical significance is expressed in these texts arrives at a re-calibration of the historical recount genre suggesting four distinct "historical recount types" with different configurations of a narrative-analytical interplay. The findings have implications for our understanding of the role of narrative elements in history texts, and further for genre-based approaches to instruction that concern reading and writing history texts.

Abstract In this article, we bring together conversation analysis and usage-based linguistics to investigate the second language (L2) developmental trajectory of a linguistic construction within the complex multimodal ecology of naturally occurring social interaction. We document how, over the course of 15 months, an L2 speaker's use of the French multiword expression comment on dit [how do you say] diversifies in both form and function. Two types of longitudinal change are observed: (a) The expression expands in its context of use: "Literal" uses are observed initially to request a candidate lexical item but are later also found in requests for confirmation, (b) these literal uses become proportionally less frequent, and the expression progressively routinizes as a marker-like element used for indexing cognitive search and floor-holding, and eventually also as a preface to self-correction. This routinization entails erosion in form and meaning, in concert with systematic change in co-occurring bodily-visual conduct, in particular gaze and gesture. By documenting change over time in the functional use and the multimodal delivery of the target construction, the findings evidence the longitudinal development of L2 grammar-for-interaction and showcase how linguistic and bodily resources may interface in L2 development. They also have important implications for language teaching and learning.

The prevalence of English monolingualism in the current sociopolitical public has well been documented in the field of educational linguistics. In the United States, the monolingual underpinnings of educational policies have been criticized extensively for putting language minority (LM) students at a disadvantage. An important consequence of such policies is that teachers, who are in the position to enact them, could internalize the covert ideological underpinnings, and in turn, engage in the reproduction of unequal power structure through teaching and discursive practices. Drawing on Critical Discourse Analysis and Systemic Functional Linguistics, this study examines the teacher discourse produced in an online forum and explores how they talk about language, monolingualism, and multilingualism. Adopting Van Leeuwen's [2008. "Discourse and Practice: New Tools for Critical Discourse Analysis." Oxford University Press] categorization of legitimation strategies, the analysis illustrates some prevalent ways in which (de)legitimation strategies are used to reinforce marginalization of LM students. Also, the study shows examples of counter discourse among those who advocate for more bi/multilingual and inclusive ways to work with LM students. The paper further discusses the role of teachers' discursive practices in reproducing and maintaining predominant monolingual ideologies and practices.