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This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of this study. The data were obtained through questionnaires and interviews and then analyzed based on producers of data analysis identification, classification, and descriptive analysis. The result showed that i) there are some learning styles that students have, such as visual, auditory, and kinesthetic (VAK) learning styles; and ii) students' learning strategies based on their learning style where subjects engaged in several learning activities or methodologies. Two types of learning techniques were primarily considered: individual and group strategies. The individual strategies were marked by all of the activities the subjects had done, and the group strategies described the learning actions employed by the subjects to comprehend the knowledge or the lesson by engaging friends who could help them. [ABSTRACT FROM AUTHOR]

Research has revealed the positive impact of intelligent personal assistants (IPAs) on L2 learners' oral development and learning attitude. These studies, however, focused mostly on the in-class use of IPAs, with existing research on the out-of-class use being exploratory. To fill the gap of lacking empirical investigations on IPA-based autonomous second language learning (ASLL), this study recruited 34 college EFL learners to use Google Assistant (GA) in their respective homes for six weeks and examined their listening and speaking development afterwards. Each week, participants received an email about the new commands for them to explore, and half of them were additionally given sustained teacher guidance (i.e. weekly evaluation forms) on the usefulness of each command to better enhance their participation. Statistical analysis on the participants' learning gains demonstrated that participants receiving weekly evaluation forms made significant improvement in both listening and speaking skills, and they even outperformed those without weekly evaluation forms in their oral development. Nevertheless, there was no significant difference in the two groups' listening gains. These findings demonstrate that, with sustained teacher guidance, IPAs have great potential in L2 oral development in ASLL context, but more long-term studies on IPAs' impact for L2 listening should be conducted. [ABSTRACT FROM AUTHOR]

Automatic speech recognition (ASR) technology affords language learners the ability to evaluate their pronunciation accuracy by comparing their intended spoken output with the transcribed text produced by ASR-based dictation applications. However, earlier dictation tools were criticized for producing low level recognition rates for non-native speech. Further investigation on the transcription accuracy of new ASR dictation tools for non-native speech is therefore necessary. This study aimed to evaluate the accuracy of three modern ASR dictation software programs with young Taiwanese learners of English. Capabilities of these ASR applications were also explored by assessing whether the transcription accuracy of high and low proficiency learners' can be differentiated. Thirty junior high school students dictated the same 60 sentences used in Derwing et al.'s (2000) original dictation study, and their outputs were further analyzed. The results indicated that the transcription accuracy rates of high proficiency learners were comparable to the accuracy rates of native English speakers in previous studies, suggesting that current dictation programs have become more accurate in transcribing non-native speech. Results also show that low proficiency learners' accuracy rates were significantly lower compared to high proficiency learners, indicating that the programs were able to differentiate proficient and less proficient learners. [ABSTRACT FROM AUTHOR]

The article discusses the Multicultural Emergency Management Partnership (MEMP) model, which aims to address the disproportionate impact of emergencies and disasters on multicultural communities in Australia. It highlights the need for cooperation and trust between communities and emergency management authorities, especially for communities that have had negative experiences with authority or have limited English proficiency. The MEMP, founded in 2020, brings together community leaders and emergency management organizations to bridge the gap and improve outcomes for multicultural communities. The article emphasizes the importance of cultural safety, community-specific approaches, and mutual understanding in emergency management. [Extracted from the article]

Copyright of Asian Studies Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is an interview with Andrew Lipke, a composer, producer, arranger, conductor, vocalist, multi-instrumentalist, and educator. Lipke discusses his experiences growing up in South Africa during apartheid and his move to America, which he describes as a traumatic experience. He also talks about his approach to music and the challenges of composing and arranging for different instruments and genres. Lipke shares his thoughts on classical music and the difference between written music and recorded music. He also discusses his albums, including one based on the book Siddhartha by Herman Hesse. [Extracted from the article]

Copyright of Glottodidactica is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Second language (L2) learners stand to gain substantially from mastering a wide range of multiword expressions (MWEs), and several studies have examined the benefits of language courses that regularly draw learners' attention to MWEs. However, most of these studies focused on the learners' retention of the MWEs included in the course materials and did not examine a potential broader and longer term effect. In the present study, upper‐intermediate students of English (N = 54) attended extracurricular classes over the course of 11 weeks (40 minutes per week) in which they either extracted MWEs from texts or engaged only in content‐related activities. Outside the context of the experiment, the students occasionally wrote essays as part of their regular L2 curriculum. One of these essays was collected before the intervention, another shortly afterward, and a third 5 months later. Three coders independently identified MWEs in these essays. Both postcourse essays written by the students who had focused on MWEs were found to be richer in MWEs than those written by the comparison group. The difference was only in part due to a greater use of items encountered in the course texts, suggesting a broader and longer term effect on the students' autonomous acquisition of MWEs. [ABSTRACT FROM AUTHOR]

The article focuses on the academic achievement gap between English Learners (ELs) and their non-English learner mates in Michigan, as COVID-19 has worsened the existing gap, and scholars have been exploring ways close it.

STUDY QUESTION What outcomes should be reported in all studies investigating uterus-sparing interventions for treating uterine adenomyosis? SUMMARY ANSWER We identified 24 specific and 26 generic core outcomes in nine domains. WHAT IS KNOWN ALREADY Research reporting adenomyosis treatment is not patient-centred and shows wide variation in outcome selection, definition, reporting and measurement of quality. STUDY DESIGN, SIZE, DURATION An international consensus development process was performed between March and December 2021. Participants in round one were 150 healthcare professionals, 17 researchers and 334 individuals or partners with lived experience of adenomyosis from 48 high-, middle- and low-income countries. There were 291 participants in the second round. PARTICIPANTS/MATERIALS, SETTING, METHODS Stakeholders included active researchers in the field, healthcare professionals involved in diagnosis and treatment, and people and their partners with lived experience of adenomyosis. The core component of the process was a 2-step modified Delphi electronic survey. The Steering Committee analysed the results and created the final core outcome set (COS) in a semi-structured meeting. MAIN RESULTS AND THE ROLE OF CHANCE A total of 241 outcomes was identified and distilled into a 'long list' of 71 potential outcomes. The final COS comprises 24 specific and 26 generic core outcomes across nine domains, including pain, uterine bleeding, reproductive outcomes, haematology, urinary system, life impact, delivery of care, adverse events and reporting items, all with definitions provided by the Steering Committee. Nineteen of these outcomes will apply only to certain study types. Although not included in the COS, the Steering Committee recommended that three health economic outcomes should be recorded. LIMITATIONS, REASONS FOR CAUTION Patients from continents other than Europe were under-represented in this survey. A lack of translation of the survey might have limited the active participation of people in non-English speaking countries. Only 58% of participants returned to round two, but analysis did not indicate attrition bias. There is a significant lack of scientific evidence regarding which symptoms are caused by adenomyosis and when they are related to other co-existent disorders such as endometriosis. As future research provides more clarity, the appropriate review and revision of the COS will be necessary. WIDER IMPLICATIONS OF THE FINDINGS Implementing this COS in future studies on the treatment of adenomyosis will improve the quality of reporting and aid evidence synthesis. STUDY FUNDING/COMPETING INTEREST(S) No specific funding was received for this work. T.T. received a grant (grant number 2020083) from the South Eastern Norwegian Health Authority during the course of this work. T.T. receives personal fees from General Electrics and Medtronic for lectures on ultrasound. E.R.L. is the chairman of the Norwegian Endometriosis Association. M.G.M. is a consultant for Abbvie Inc and Myovant, receives research funding from AbbVie and is Chair of the Women's Health Research Collaborative. S.-W.G. is a board member of the Asian Society of Endometriosis and Adenomyosis, on the scientific advisory board of the endometriosis foundation of America, previous congress chair for the World Endometriosis Society, for none of which he received personal fees. E.S. received outside of this work grants for two multicentre trials on endometriosis from the National Institute for Health Research UK, the Rosetrees Trust, and the Barts and the London Charity, he is a member of the Medicines and Healthcare Products Regulatory Agency (MHRA), Medicines for Women's Health Expert Advisory Group, he is an ambassador for the World Endometriosis Society, and he received personal fees for lectures from Hologic, Olympus, Medtronic, Johnson & Johnson, Intuitive and Karl Storz. M.H. is member of the British Society for Gynaecological Endoscopy subcommittee. No other conflict of interest was declared. TRIAL REGISTRATION NUMBER N/A. [ABSTRACT FROM AUTHOR]

The author offers insights on a study published within the issue which focused on the language policy for non-native English language-speaking international teaching assistants (ITA) at the University of Minnesota. Topics discussed include the evolution of the English language proficiency requirements for teaching purposes, the ideologies regarding language and education that need to be acknowledged by higher education administrators, and the observed decline in popular publications about ITA.

The author offers insights on a study published within the issue which focused on the language policy for non-native English language-speaking international teaching assistants (ITA). Topics discussed include his personal experiences as a former ITA at Michigan State University, the way the teaching qualifications of some ITA tend to be judged due to their English accent, and the motivation and mindset needed by ITA to improve their English language proficiency.

The author offers insights on a study published within the issue which focused on the language policy for non-native English language-speaking international teaching assistants (ITA) at the University of Minnesota. Topics discussed include the concerns of U.S. colleges and universities with regard to the teaching ability of ITA in the English language, the materiality perspective on the teaching practices of ITA, and the cultural issues regarding communication skills and teaching quality.

The article presents an undergraduate English as a second language (ESL) writing course, titled "First Year Writing for Multilingual Writers," at an urban university in the northeast of the U.S. Topics discussed include creating safe spaces for translingual writing, students' perceptions of translingual writing, and protecting the lingustic rights of multilingual students.

This study aims to explore non-English speaking major student's perceptions of Motivation and Grit and the relationship between these two factors and students' English language performance at a public university in China. The research was conducted by quantitative research design to collect 624 non-English speaking Major students' answers to multiple questionnaires at a public university in China. Data analysis is used by SPSS and AMOS. The study shows that Motivation and Grit all have a positive correlation with English language performance. One major conclusion of this study is Grit has the most significant effect on the English language performance of non-English speaking major students in multiple regression analysis and is also the best predictor of the relationship between these two factors and English language performance in the path analysis in Structure Equation Modeling (SEM) analysis. The finding also revealed that male students' perception of motivation and grit is slightly stronger than that of female students. These findings highlight the need for English as a foreign language (EFL) teacher to understand students' affective factors in learning English, and hence help them utilize different teaching methods to enhance students' English learning and promote sustainable development of English learning in a public Chinese university. [ABSTRACT FROM AUTHOR]

For more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are 'first'. [ABSTRACT FROM AUTHOR]

The author offers insights on a study published within the issue which focused on the language policy for non-native English language-speaking international teaching assistants (ITA) at the University of Minnesota. Topics discussed include the English language proficiency tests that universities tend to administer to ITA, the assessment of the university teaching competence of concerned ITA, and the costs associated with extending the language proficiency assessment policy to all teachers.

Numerous studies have explored the persistence of discrimination against nonnative‐English‐speaking teachers (NNESTs) of English as a foreign or second language in various contexts. However, the author of this article could find no study that explores the prevalence of "native‐speakerism" and other forms of discrimination in English language teacher recruitment in South America. The current study thus investigated the extent to which online postings for English language teachers in Colombia expressed a preference for native‐English‐speaking teachers (NESTs) and how this discrimination intersects with other inequitable hiring practices. The author conducted content analysis on job ads found on two prominent Facebook groups for English language teachers in Colombia. The findings reveal evidence of discrimination in nearly half of the 95 job ads analysed. These ads discriminate based on age, gender, nationality, variety of English, the location where a prospective teacher gained their qualifications, and "nativeness." The study tentatively concludes that this discrimination has several dimensions, with those further from the colonial "centre" facing greater degrees of discrimination. The mutually reinforcing constructs of coloniality and native‐speakerism help account for the persistence of such discrimination, which is also reflected in the Colombian governments' linguistic policies. [ABSTRACT FROM AUTHOR]

Teaching English as a Foreign Language (EFL) to young learners has been implemented at primary school level in many non-English speaking countries. One factor that determines the success or failure of primary EFL programmes is pedagogical practices. Recognising this importance, this study explores age-appropriate creativity for the practice of teaching English to young learners in Vietnamese primary schools. The participants are six EFL teachers in six different primary schools in Vietnam and the data are collected from interviews and classroom observations. From the perspective of the participating teachers, there are four components constituting their age-appropriate creativity. These are English language use, artistic components, meaningful contexts and real-life practice created in the classroom. The age-appropriate pedagogies constructed by the participants, as discussed in this study, offer a source of reference for teachers of English to young learners, within and beyond Vietnam. [ABSTRACT FROM AUTHOR]

This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all. [ABSTRACT FROM AUTHOR]

The authors discuss training contract tracers for the COVID-19 pandemic to deal with populations that have limited proficiency in English. Topics include working with interpreters, using community leaders as assets, cross-cultural communication, and providing resources and equipment needed by contact tracers.

Both international tourism and migration of people with low English proficiency (LEP) to Australia are increasing. Thus, health-care practitioners (HPs) increasingly use interpreters to communicate with patients with LEP. Although qualified interpreters are the most suggested and policy-endorsed mechanism for communicating with patients with LEP, family members (FMIs) are also used as interpreters. This study investigated (a) when do health professionals consider it appropriate to use FMIs and (b) what characteristics of family members health professionals believe make them suitable to act as FMIs. As part of a larger project examining the decision-making processes of HPs regarding interpreter use, 69 HPs from neonatal and pediatric departments in one hospital in Queensland Australia were interviewed. Results indicated HPs thought the appropriateness of using FMIs depended on the type of information, such that it was either completely acceptable (e.g., explaining some basic or non-medical information) or completely unacceptable (e.g., confidential information or consent). However, in an emergency, when no other options were available, FMIs were used. The characteristics of suitable FMIs included age, level of English proficiency and medical understanding, and the relationship between patient and FMI. Results were to some extent consistent with Queensland government policies but there were notable differences, including using children and regarding FMIs as first preference. Improving HP's knowledge of policies may increase their confidence in their practice and appropriate use of FMIs, thereby improving their care delivery to patients and families with LEP. [ABSTRACT FROM AUTHOR]

United States regulations for the protection of human research subjects prescribe parameters for documentation of valid informed consent, which include the stipulation that the process be in a "language understandable to the subject." While significant energy has been devoted to improving the readability of consent documents, supplemental educational tools, and nuanced measurements of individual decisional capacity, there is little guidance about how to best meet the informational needs of adults with decisional capacity who do not speak English. This article reviews the institutional review board policies from the twenty‐one research centers that received the most funding from the National Institutes of Health in 2018 and compares their guidelines for obtaining informed consent from non‐English speakers. Inconsistent practices suggest the need for more assertive federal direction on what parameters constitute valid consent for this population. These practices also indicate a reluctance to directly engage the ethical underpinnings of consent policies for non‐English speakers. [ABSTRACT FROM AUTHOR]

Copyright of Vox Romanica: Annales Helvetici Explorandis Linguis Romanicis Destinati is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Following World War Two, Australia accepted large numbers of Europeans as part of a mass immigration program that would completely change the face of the nation. Key to the acceptance of these non-English speaking migrants was the policy of assimilation and the expectation that new arrivals would blend into the 'Australian way of life'. Although learning English was a fundamental requirement to assimilation, so too was an understanding of Australian history and civics. This article examines the role of national events, the Jubilee of Federation, Queen Elizabeth II's Coronation and the 1954 Royal Tour in the attempted assimilation of new arrivals. It argues that the Department of Immigration looked to these events not only to assimilate migrants, but also to assist in the 'conditioning' of the Australian public towards the acceptance of this significant shift in immigration policy and the arrival of large numbers of non-English speaking migrants. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a response to William Pearson's article, 'Critical Perspectives on the IELTS Test'. It addresses his critique of the role of IELTS as a test for regulating international mobility and access to English-medium education and evaluates his more specific prescriptions for the improvements to the quality of the test itself. [ABSTRACT FROM AUTHOR]

The article presents and examines the results of an empirical research related to the role of interpreters in facilitating communication with non-English speaking victims and witnesses during police investigations and statement taking procedures in England and Wales. The research specifically addresses the issues and challenges encountered by experienced professional interpreters in their interpreting practice when dealing with victims and witnesses. The article also analyses the engagement of interpreters in formal training and the availability of guidance documents for interpreters assisting them in police investigative interviews and statement taking procedures. Research methodology is based on a survey designed specifically in order to obtain and analyse the collected empirical data based on the perception and experiences of police interpreters. A range of inconsistencies, issues and challenges are identified and analysed in this research leading to evidence-based conclusions. [ABSTRACT FROM AUTHOR]

This study aims to explore the relationship among autonomous learning ability, learning burnout and English grades by structural equation modeling. The survey of 481 non-English majors showed that autonomous learning ability, learning burnout and English grades correlated significantly with each other, and the structural equation model of the three variables was stable. This suggests that the stronger the autonomous learning ability, the lower the level of learning burnout, the higher the English grades. This empirical study shows that the autonomous learning ability of non-English majors can influence the level of learning burnout, which in turn influences English grades. Learning burnout can mediate the effects of autonomous learning ability on English grades. [ABSTRACT FROM AUTHOR]

Employing one-to-one interviews, this study explores, from a poststructuralist view, how Chinese English Teachers (CETs) struggle to construct their professional identity within the dominant ideology and disempowering discourses of native-speakerism in a globalizing China. Twenty-five CETs were interviewed, and the results have shown that applying human agency and subjectivity, CET participants manage to counteract the disempowering discourses and reach a relatively balanced power relationship with their native speaker (NS) counterparts mainly through four ways: Othering the NSs; exploring their own unique strengths; taking special roles in ELT; and establishing their credibility through hard work. The Chinese culture of learning, specifically, Confucian values, also plays an important role in CETs' professional identity construction. [ABSTRACT FROM AUTHOR]

Exclusionary discipline disproportionally effect students from underrepresented groups and English Learners are one group that has received minimal attention in this area. Using data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, we examined exclusionary discipline practices (i.e., suspensions and expulsions) involving English Learners with and without disabilities. English Learners comprised 10.1% of the student population. Nationally, odds of exclusion for English Learners with and without disabilities ranged from OR = 0.02 to OR = 0.05, but varied drastically by individual states (range: OR= 0.08 to OR = 7.79). Implications for research, policy, and practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Linguistics Studies is the property of Journal of Language & Linguistics Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to find out the significant difference of the students in writing achievement before and after using Story Circle technique. The second objective was to find out the improvement of the students in writing achievement before and after Story Circle technique. The pre-experimental method through one group pre test-post test design was used in this study. The population and sample of the study was all 3rd semester students of S1 Nursing Science program at STIK Siti Khadijah Palembang in academic year 2018/2019. The total number of the population and sample was 35 students. The sample was taken by using total sampling technique. The tests were administrated twice as pre-test and post-test. After the pre-test was administered, the treatment was implemented. The post test was given after the treatment. The results of the tests were analyzed by using t-test through SPSS (Statistical Package for Social Science) program. The result of the study showed that there was a significant difference of the students in writing achievement before and after implementing Story Circle technique. It can be concluded that Story Circle technique could improve 3rd semester students' writing achievement at of S1 Nursing Science program at STIK Siti Khadijah Palembang in academic year 2018/2019. [ABSTRACT FROM AUTHOR]

Degradations to auditory input have deleterious effects on speech recognition performance, especially by older listeners. Alterations to timing information in speech, such as occurs in rapid or foreign-accented speech, can be particularly difficult for older people to resolve. It is currently unclear how prior language experience modulates performance with temporally altered sentence-length speech utterances. The principal hypothesis is that prior experience with a foreign language affords an advantage for recognition of accented English when the talker and listener share the same native language, which may minimize age-related differences in performance with temporally altered speech. A secondary hypothesis is that native language experience with a syllable-timed language (Spanish) is advantageous for recognizing rapid English speech. Native speakers of English and Spanish completed speech recognition tasks with both accented and unaccented English sentences presented in various degrees of time compression (TC). Native English listeners showed higher or equivalent recognition of accented and unaccented English speech compared to native Spanish listeners in all TC conditions. Additionally, significant effects of aging were seen for native Spanish listeners on all tasks. Overall, the results did not support the hypotheses for a benefit of shared language experience for non-native speakers of English, particularly older native Spanish listeners. [ABSTRACT FROM AUTHOR]

The present study is a multidimensional analysis of spoken and interactive online registers—comments, Facebook groups, Facebook status updates, and tweets—of Pakistani English in comparison to U.S. English. Four dimensions of variation are identified, namely oral narrative, abstract informational versus first person focus, interactive focus on mental activities and feelings, and present and future activities. Dimension 1 and 2 are the most prominent indicators of regional variation, while some registers also show variation on dimensions 3 and 4. The results suggest that conveying abstract and other kind of information is the most prominent general communicative purpose in Pakistani registers. US English, in contrast, also has communicative purposes like the expression of feelings and narration, in addition to conveying information. It is also suggested that the Internet is providing new avenues of communication for non‐native speakers of English, which demands further study and inclusion of these registers in corpora of varieties of English around the world. [ABSTRACT FROM AUTHOR]

This article surveys the English-language literature on the history of financial reporting regulation in four non-English-speaking countries: France, Germany, Japan, and China. The choice of these countries was based on the availability of a sizable accounting history literature in the area surveyed. We first offer a summary of regulatory events in the four countries and suggest that the literature provides ample evidence of the countries’ intricate histories of financial reporting regulation. In addition, we point to important research gaps, where we believe that the literature has significant underexploited potential, in particular by moving beyond high-level overviews of changing regulatory mechanisms to in-depth studies of regulatory change that are embedded in the local legal, political, and societal contexts. Hence, plenty of opportunities exist for further research into these countries’ regulatory histories, either in terms of single-country studies or as comparative histories. [ABSTRACT FROM AUTHOR]

The study reported in this paper investigated the interaction of a group of Chinese intermediate EFL learners working in dyads on a dictogloss task. It examined the transition process of learners' role relationship (i.e. patterns of interaction) in dyadic communication. The pair talk data were analysed for patterns of interaction and incidences of language-related episodes. The results confirmed that collaborative pattern of interaction is more conducive to L2 learning than other patterns (e.g. dominant/dominant, dominant/passive). More importantly, the study found that these intermediate learners were able to adjust their relationship in dyadic interaction, from non-collaborative to a more collaborative end, along with an increasing frequency of language-related discussion. [ABSTRACT FROM AUTHOR]

Byram’s (2008) intercultural citizenship framework includes the following orientations: cognitive, evaluative, comparative, action, and communicative. Using this framework as a theoretical basis, this study explored the international service-learning (ISL) experiences of four Taiwanese non-native English speakers (NNES) during a two-week trip to a poor community in the Philippines. Data collected from these students’ individual reflections, interviews, and public presentations illustrate their acquisition of the knowledge, skills and attitudes of intercultural citizenship. This study thus demonstrates that ISL allowed students to engage beneficially for themselves and their hosts with other NNES, instead of following the tradition of study abroad in countries where English is spoken natively. [ABSTRACT FROM AUTHOR]

This research study sought to answer the question: What are the immediate emotional impacts of recent executive orders on teachers of English language learners in the United States? Eight teachers of K–12 English language learners (ELLs) were interviewed in the weeks following the signing of Executive Orders 13,767 and 13,769 in 2017, which attempted to limit refugee resettlement and immigration. Through thematic analysis of the data, it was found that the executive orders set a process in motion in which ELLs were encouraged to feel fear. Teachers experienced emotion labor (Hochschild, ) as they attempted to buffer the messages of fear and mitigation of that emotion labor when they felt support from colleagues. The study concludes that teachers and school leaders should address ELLs’ experiences of fear arising from a context of anti‐immigrant sentiment and demonstrate care for those teachers who most closely work with them. [ABSTRACT FROM AUTHOR]

This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in‐progress formation of TESOL teacher intercultural identity is discussed from three perspectives. First, TESOL teachers must have second language knowledge and demonstrate ability to manage intercultural verbal communicative skills and styles. Second, they need to have more than one set of body languages and demonstrate ability to manage intercultural nonverbal communicative style and sensitivity. Third, they are engaged in social co‐construction of intercultural identity through teacher–stakeholder interaction, having positive impact on themselves and on their students, particularly those with a refugee background. The author also proposes three strategies for TESOL teacher intercultural identity development and points out the future research on its potential contributing and/or interfering factors. [ABSTRACT FROM AUTHOR]

The emphasis on English language learner (ELL) education in the United States has shifted heavily toward integrated content and language instruction. Now, English for speakers of other languages (ESOL) teachers are expected to teach language through content areas, such as math, in an effort to meet the needs of ELLs. However, ESOL teacher education programs have thus far focused mainly on developing teacher candidates' (TCs') knowledge of language pedagogy, and have devoted scant attention to preparing TCs for teaching in content areas. This study focuses on the experiences of four ESOL TCs during their MEd TESOL program. The authors examined how prepared the TCs felt to teach in the content areas and what experiences best equipped them to integrate content and language. Overall, the TCs felt that their university coursework did not sufficiently prepare them to teach in the content areas. Instead, the path to integrating content and language was complex, aided primarily by hands‐on experiences and mentor support during the internship, coupled with TCs' prior knowledge gained from undergraduate content area studies. The findings point to the need to offer more content‐focused teacher preparation for ESOL teacher candidates, during both their coursework and practicum. [ABSTRACT FROM AUTHOR]

With a burgeoning international student population, most universities around the world offer English for Academic Purposes (EAP) courses. Because classes are so diverse, it is challenging to meet the specific needs of EAP students. Keeping this status quo as a departure point, the authors discuss a five‐prong strategy for teaching EAP, which involves academic culture acclimatization, student voice, teachable moments, reflection, and autonomy. They discuss this teaching strategy with specific examples, arguing that it helps provide a common reference point that all EAP instructors can use as heuristics, regardless of the context of their teaching. In addition, it promotes student‐centeredness in the EAP classroom and encourages students to become more involved in the learning process. [ABSTRACT FROM AUTHOR]