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This study aimed to explore the linguistic factors that influence the development and diversification of World Englishes along with implications for language teaching, learning, and policy, and to examine the trends in research related to WEs. Using a systematic review process with MAXQDA 20.2.1, the findings indicate that research on World Englishes has focused on a variety of linguistic elements, with a particular emphasis on syntax, phonology, and discourse and pragmatics. The study also highlights the importance of understanding the cultural and linguistic contexts in which English is being used, as these contexts can have a significant impact on the linguistic features and pragmatic norms of different varieties of English. Regarding the challenges that learners face when learning WEs, the findings suggest that learners may struggle with the different semantic features and pragmatic norms of different WEs varieties. In terms of trends in research related to WEs, the findings show a growing interest in the study of WEs from various linguistic and cultural perspectives, including sociolinguistics, applied linguistics, and language education. However, there is a need for a more interdisciplinary approach to research on WEs, incorporating diverse perspectives and methodologies.

Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task's inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms.

Comparing language tests and test preparation materials holds important implications for the latter's validity and reliability. However, not enough studies compare such materials across a wide range of indices. Therefore, this study investigated the text complexity of IELTS academic reading tests (IRT) and IELTS reading practice tests (IRPrT). Fine-grained quantitative analyses were undertaken to delineate measures of lexical, syntactic, and discourse complexity across a corpus of 108 IRT and 108 IRPrT published by Pearson, Macmillan, and Cengage Learning. The results suggest little difference between IRT and IRPrT at the lexical level; however, there were significant differences in some measures of syntactic and discourse level complexity. The findings bear implications for stakeholders including learners as test takers, instructors, material developers, and language testing researchers. We interpret this to mean that while IRPrT materials are lexically conducive to the practice for IRT and can provide a similar experience, the IRPrT do show some differences in the amount of subordination and idea repetition at the discourse level. Therefore, instructors and learners may seek to supplement practice with these structures when preparing for IRT, and the designers of such practice materials should consider aligning these factors in the future.

Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

This research aimed to investigate the impact of word decoding speed and accuracy on reading comprehension in Turkish, which is characterized by a highly transparent and morphologically complex orthographic system. The study involved 160 students, half of whom were identified as poor readers, while the other half were classified as good readers. These participants were selected from the second and fourth grades of public elementary schools. The assessment process involved evaluating participants' isolated word decoding skills using a task that measured their ability to decode both real words and pseudowords. Additionally, reading fluency and comprehension were measured using grade-level appropriate reading texts. The analysis included a series of MANOVAs as well as a mediation model (Model 7) employing Haye's PROCESS macro for SPSS. The findings indicated that the poor readers' limited reading comprehension abilities were primarily attributed to their overall deficiency in word decoding fluency, with a particular emphasis on their inadequate phonological decoding skills. These results are significant as they shed light on the challenges that children with reading comprehension difficulties may face in transparent orthographic systems. The attainment of proficient reading comprehension in such languages appears to be influenced by the specific aspects of word decoding fluency.

Idiomatics--the scientific study of idiomatic language and figurative language--is a pervasive theme in global literature, yet its precise terminology often lacks clear definition. This article addresses this challenge directly by delving into the etymology, significance, and universality of idiomatics. It emphasizes the pivotal role of idiomatics in understanding human behavior and language development, stressing its interdisciplinary relevance. Advocating for idiomatics to gain recognition as a distinct academic discipline, the article calls for the establishment of clear boundaries and methodologies within academia. It concludes with a compelling appeal for collective action, urging idiomatists worldwide to unite under the imperative "Make it happen!" To this end, it presents ten strategic priorities that transcend geographical and linguistic divides, uniting researchers and language professionals in a common mission to advance idiomatics. These priorities underscore the urgency of addressing the current state of idiomatics and shaping its future trajectory, emphasizing the need for decisive action and collaboration. Through concerted efforts, the article seeks to propel idiomatics into new heights of understanding and application across diverse linguistic and cultural contexts, one priority at a time.

This research goal to develop a multiple-choice closed-ended test to assessing and evaluate students' digital literacy skills. The sample in this study were students at MTsN 1 Blitar City who were selected using a purposive sampling technique. The test was also validated by experts, namely 2 Doctors of Physics and Science from Yogyakarta State University. The test instrument was developed based on five aspects of digital literacy skills: information, communication, content creation, security and problem-solving. Data have been analyzed descriptively and inferentially using the Rasch version and the assist of Quest software. The results showed that eight multiple-choice closed-ended test instruments were declared valid based on expert validation with an Aiken V value of 1.00. The reliability result is 0.97 with a very high category, and the INFIT MNSQ standard deviation value is 0.86-1.16, so seven items are by the Rasch model. Thus, the seven items in the multiple-choice closed-ended test instrument can be used to assessing and evaluate students' digital literacy skills in learning science.

Extensive research examines the development and impact of deficit discourse in schools. However, more research needs to be needed to explore how preservice teachers use this language during their preparation. Therefore, our qualitative study explored how deficit discourse became part of five preservice teachers' vernacular when speaking about children and teaching. Findings suggest participants (a) Relied on reductive labels to describe children, (b) attributed their use of these labels to their exposure to them during their practicum, and (c) demonstrated both cognitive dissonance and silent resistance toward deficit language. Implications are for teacher educators and school leaders.

The examination of the testing mode effect has received increased attention as higher education has shifted to remote testing during the COVID-19 pandemic. We believe the testing mode effect consists of four components: the ability to physically write on the test, the method of answer recording, the proctoring/testing environment, and the effect testing mode has on instructor question selection. This paper examines the first component, the ability to write on the test, which we believe is a neglected area of study. Using a normalization technique to control for student aptitude and instructor bias, we find that removing the ability of students to physically write on the test significantly lowers student performance. This finding holds across multiple question types classified by difficulty level, Bloom's taxonomy, and on figure/graph-based questions, and has implications for testing in both face-to-face and online environments.

Purpose: Educational technology ("EdTech") served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders' roles in shaping this response. This study explores EdTech leaders' perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods: This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings: The findings show that a four-category typology can be used to describe EdTech leaders' diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users' needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value: This study addresses a gap in the research concerning EdTech leaders' perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders' experiences and roles in education.

Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.

Conflict is an integral part of school management and its existence must not be shunned as it stimulates creative and innovative ways of thinking which enhance organisational growth and performance. The purpose of the study reported on here was to investigate how education managers executed Thomas and Kilmann's model in managing and resolving conflicts in schools to avert chaos and anarchy with the ultimate intention of enhancing productivity. A constructivist, inductive grounded theory utilising a qualitative approach was employed. Qualitative data were generated using a semi-structured interview protocol from 4 information-rich education managers who were purposively selected. The inclusion criteria for the participants were age, experience, professional qualifications and the sample was determined by theoretical saturation. Data generated were thematically analysed. The study revealed that the conflict management and resolution model used by education managers in schools was contingent to their environment and perception. It also revealed that conflict was innovative and stimulated thought processes. As a result, schools must recruit education managers who are transformative, democratic and equipped with the appropriate strategies for managing and resolving conflict if teachers' morale is to be boosted and productivity enhanced.

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

Researchers in learning analytics have created indicators with learners' trace data as a proxy for studying learner behaviour in a college course. Student Approaches to Learning (SAL) is one of the theories used to explain these behaviours, distinguishing between deep, surface, and organized study. In Latin America, researchers have demonstrated that organized approaches to learning could be more effective in higher education, leading to better performance and course approval. However, further analysis of student behavioural data is needed to understand this relationship and inform interventions targeting study habits and academic performance. In this study, we analyzed the relationship between student approaches to learning and their final grade in six college courses, using behavioural trace data as a mediator variable. Specifically, we conducted a quantitative study in two Latin American institutions where data of different granularity was collected from their Learning Management Systems. We observed that most learning analytics indicators do not mediate the effect between approaches to learning and course performance. However, there was evidence for fine-grained indicators acting as total mediators. Implications are discussed at methodological and pedagogical levels, aiming to inform the advancement of learning analytics in the region and its use for supporting student learning.

Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread of antiblack educational censorship.

Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students' alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students' alternative conceptions of the kinetic theory of gases material.

Most current statistics courses include some instruction relevant to causal inference. Whether this instruction is incorporated as material on randomized experiments or as an interpretation of associations measured by correlation or regression coefficients, the way in which this material is presented may have important implications for understanding causal inference fundamentals. Although the connection between study design and the ability to infer causality is often described well, the link between the language used to describe study results and causal attribution typically is not well defined. The current study investigates this relationship experimentally using a sample of students in a statistics course at a large western university in the United States. It also provides (non-experimental) evidence about the association between statistics instruction and the ability to understand appropriate causal attribution. The results from our experimental vignette study suggest that the wording of study findings impacts causal attribution by the reader, and, perhaps more surprisingly, that this variation in level of causal attribution across different wording conditions seems to pale in comparison to the variation across study contexts. More research, however, is needed to better understand how to tailor statistics instruction to make students sufficiently wary of unwarranted causal interpretation.

On September 22, 2020, Donald Trump issued Executive Order 13950, titled "Combating Race and Sex Stereotyping." While the order has been revoked, as of May, 2022, 34 states, including Iowa (HF 802), had passed or were considering legislation prohibiting the use of critical lenses, such as Critical Race Theory, in public K-12 schools. In this study, we interviewed equity-oriented leaders in Iowa about how they are navigating HF 802, Iowa's "anti-CRT" law, while remaining committed to their work. Qualitative analyses revealed three significant themes titled: Leaders See the Critical Reality: White Supremacy; Informants and Attacks; and Leading, Navigating, and Subverting HF 802. Recommendations for leadership practice and policy change are included.

Since September 2020, Fox News spawned an anti-critical race theory (CRT) disinformation campaign, that has reverberated in the whitestream's echo chamber. The disinformation largely appeals to white people who refuse to see racism, unless they feel it is impinging their rights. The campaign against CRT has penetrated the e-tailer site Amazon.com where books identified by Fox News as CRT texts have experienced increasingly hyperbolic and disinformed customer reviews. Encountering these reviews, we questioned how Amazon reviewers used a mundane platform to reify whiteness, while feigning hurt and ignorance. In this article, we present results from a qualitative critical race content analysis of Amazon.com customer reviews of four books identified by Fox News. A dialectical engagement between the tenets of CRT and key concepts of critical whiteness studies guided our analysis to describe how Amazon reviews enforced en/whitened postdigital spaces. Our results indicate that reviewers transmitted emo-social whiteness, discursively keeping white racism implacable yet, off the table. Framing our discussion, we examine current violent movements resulting from the anti-CRT echo chamber and its impact on education.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018).

Recent reform efforts to center issues of equity and social justice in mathematics classrooms have been under fire from the loudest sectors of right-wing media. The hysteria around incorporating social justice issues in mathematics classrooms is captured in the artificial binary: STEM or CRT. In our paper, we examine resistance to reform efforts in mathematics education in artifacts geared towards audiences beyond mathematics education researchers through the lens of whiteness. We analyzed artifacts from the Math Wars of the late 1990's and the current backlash towards mathematics education reform (Math Culture Wars) in California and Florida. We identified fear as a significant mechanism to upholding whiteness in the backlash to mathematics education reforms, particularly centering white fear. By describing how fear is constructed in the artifacts, scholars may find more targeted responses to the backlash by addressing the ideas perpetuated in these artifacts. Still, the field of mathematics education has done little to become more inclusive and just because our agenda is too closely aligned to the status quo, with responses to the backlash being largely absent or tepid. We close with recommendations for action and allyship within the broader field of education to thwart the hysteria against CRT.

Despite the recent anti-CRT (Critical Race Theory) movement within U.S. education, teachings of Native histories and perspectives have never been accurately taught, or even taught. From their perspectives as teacher educators in predominantly white institutions (PWI), the authors share counterstories from their existing IRB-approved research projects to explore the impacts of CRT bans on teacher education and how the bans continue to perpetuate systemic erasure of Native perspectives. They review how legislators in the Western U.S. passed anti-CRT laws as well as its impact on teacher education. Using the TribalCrit framework with an emphasis on the first tenet, "colonization [being] endemic to society" (Brayboy, 2005, p. 430), the authors discuss how Native invisibilization and erasure are perpetuated in predominantly white classrooms by silencing Native perspectives in policy making and curriculum implementation, banning Natives in public education, and explicit refusal of white teachers to learn culturally sustaining pedagogies (Paris & Alim, 2017). While erasure and colonization may no longer be explicit U.S. federal policy aims in the education of Native youth, the subjugation of Native rights, cultures, knowledges, and histories remains a contemporary feature of state-sanctioned public education. Telling these stories of structural violence toward Native peoples reflected in the ignorance enforced by mainstream teachers and educational policymakers makes salient the overwhelming need to teach Native history and content at all levels of public education.

As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North Carolinian "FACTS" submissions (Robinson, 2021). FACTS is a reporting tool targeting NC educators who employ critical lenses in their instruction that promotes unfounded antagonism toward CRT. The significance of this research is a localized example of CRT being targeted by conservative politicians toward the intent of delegitimizing critical scholarship and education and thus perpetuating ahistorical ideals rooted in racism and white supremacy.

The relationship between tutoring and teaching has been a recurrent topic of interest among writing center directors and writing program administrators. While scholarship agrees tutoring experience aids composition teachers with implementing process pedagogy and fostering a collaborative classroom, the relationship between tutoring and assessment of student writing is less clear. This qualitative study uses interviews with eight graduate teaching assistants with tutoring experience to examine how they transfer and juxtapose knowledge, practices, and values for response between the writing center and the classroom. Like previous scholarship, this research finds writing center tutoring contributes to teachers' enactment of constructivist, student-centered pedagogy and enhances their understanding of students' relationship to writing and feedback, standard language ideology, and systemic inequities in education. However, evaluation led these instructors to experience tension between their values and preferred respondent roles, with many reporting anxious grading processes and some experimenting with alternatives to traditional grading. The article concludes with suggestions to build bridges between tutoring and teaching contexts, particularly through explicit attention to antiracist pedagogy and alternative assessment practices.

This paper uses critical policy analysis to investigate how the concept of equity has been co-opted to promote a neoliberal agenda in education reforms in Manitoba. Early provincial reform documents contained a narrow definition of equity focused primarily on closing achievement gaps between Indigenous and non-Indigenous students. These reform documents were rejected by the public, in part due to concerns about equity. The Manitoba Education Action Plan was introduced in 2022, which more explicitly focused on achieving equity as part of the education reform process. However, the framing of equity in the Action Plan was narrow, emphasizing individualism rather than a more systemic pursuit of equity. While some recommended actions in the Action Plan have promoted a more inclusive and culturally responsive education system, other actions have advanced a neoliberal agenda focused on work-readiness and accountability, while actions to remove barriers to education have been undertaken with limited urgency.

In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.

Being ubiquitous, language is essential to our everyday existence. Human language is seen to be a traditional field that depends on using words in accordance with intricate standards. In this study, the idea of aggressiveness is investigated from a pragmatic viewpoint. The goals of this research are to identify the aggressive techniques that Clinton uses in her speeches, to show the impoliteness tactics that she mostly uses to accomplish her goals, and to expose the pragma-rhetorical tropes that are mostly mentioned in her speeches. The research proposes that in her presentations, Clinton utilizes indirect verbal passive aggression, mostly negative impoliteness techniques, and often metaphor as the main rhetorical device. The study's results validate that Clinton utilizes indirect verbal passive aggression, mostly employs negative impoliteness techniques, and emphasizes overstatement as the main rhetorical device in her hostile speeches. Clinton's speeches are analyzed pragmatically to find rhetorical devices, aggressive messages, and rudeness tactics. The research admits several limitations, namely the subjectivity that might lead to interpretive biases in pragma-stylistic analysis. Notwithstanding these drawbacks, this research provides important new information on the aggressive language used by public authorities to shape public opinion.

Languages that have complex syllable patterns also share linguistic features with each other. These features can be identified through diachronic paths developed by these syllable patterns this study aimed to show the universality of syllabemes in Kazakh and other languages, focusing on questions like evolution of syllables in the Turkic languages; whether a syllable can be called universal in Turkic languages, and whether CV-type syllable be called universal. The study used a qualitative research design to reconstruct linguistic forms in the Turkic languages. This approach is highly valuable for diachronic phonology, which studies existing models of phonological structures and retrospectively determine the proto-language model characteristic of modern languages. This method helps to restore the phonological system of a proto language, by bringing together synchronous slice of one language or different synchronous slices of several related languages. This method is comparative and typological; and focused on both ancient and modern languages including Bulgarian, Chuvsh, Yakut (ancient) and New Turkic languages like Azerbaijani, Gagauz, Uzbek, Turkmen, Kazakh and Tatar. The data revealed the dynamism of the Turkic languages, showing that they constantly changed, developed, and improved. A comparative analysis of closely related languages morpheme was also done to make an etymological reconstruction. The results suggest that highly complex syllable structure is a linguistic type distinct from but sharing some characteristics with other proposed holistic phonological types, including stress-timed and consonantal languages. The study contributes to understanding the syllable theory in diachronic development of syllable patterns and syllable structures.

The intricate and tricky case of semantic analysis, especially of the enigmatic realm of nouns, the red thread of linguistics and literary exploration. This academic research explores the rich sphere of Russian literature in-depth to determine connections between function and the embodiment of theme through proper names. This research is aiming at studying the role of proper nouns in the literary masterpieces by focusing on the ideas of character development, thematic cohesiveness, and the narrative flow. This papers deals with profound significance of proper nouns as linguistics pointers that take you beyond their literal meaning to different levels of connotative value. It takes most of its ideas from the late linguistics and literary critique. This research gets down to serious business by cherry-picking and analysing a set of Russian masterpieces. An intensive method of semantic analysis was used by the study to properly identify and categorize all the structural features of proper nouns. Also, it conducts an examination of the usage of language by these instrumentalities so as to discover their common features and themes which lead to the invention of the main narrative. The results of this study add to our comprehension of proper noun semantics in Russian literature and provide us with a stepping-stone to broader discussions on the linguistic theory and literary studies. This cognitive effort exceeds the linguistic borders, as it takes into consideration the cultural and historical value of the proper nouns being presented. The report shows why it is necessary to reconsider the theoretical design to account for the distinctive linguistic and particular cultural features of the Russian literary heritage. This research is a step toward unravelling noun semantics' mystery and adds to the already existing linguistic aesthetics and cultural semiotics debates.

This study applies the Apriori algorithm to analyse patterns, syntactic structures, and thematic clusters in Chinese studies data from various genres. This study aims to identify recurring linguistic elements in order to shed light on the dynamic nature of the Chinese language across different contexts and time periods. The Apriori algorithm is used to identify frequent item sets and establish associations between linguistic constructs in large datasets (over 20 years). This study examines the complexity of the Chinese language by analysing co-occurrence patterns, syntactic tendencies, and thematic categorizations. This study examines the evolution of language, regional word choices, and cultural nuances. Thematic clusters and sensory associations establish the relationship between language and culture. The study of Chinese language patterns and cultural implications utilises data to advance computational linguistics and theory. Computational models prioritize cultural and historical context analysis for more comprehensive language processing. Theoretical implications help researchers understand language evolution and culture, while practical implications improve language technology tools. The conclusion provides support for research in computational linguistics, cultural studies, and linguistic theory-based holistic language analysis and application.

Body neutrality is a concept wherein individuals embody a neutral attitude toward the body that is realistic and flexible, appreciate and care for the function of the body, and acknowledge that self-worth is not defined by one's outward appearance. Family behavior regarding body image has been related to higher levels of body dissatisfaction and unhealthy eating behavior among children and adolescents. Caregivers need knowledge and support on how to cultivate healthy body image for their children and adolescents. Limited studies explore how to parent in a way that promotes healthy relationships with one's body, food, and exercise. I conducted a grounded theory study to explore the experiences of caregivers who integrate tenets of body neutrality. Semi-structured interviews were conducted with 10 caregivers of children and adolescents who self-identified as approaching parenting from a place of body neutrality. Through constructivist grounded theory, I discerned insights regarding how caregivers can support their children and adolescents in developing healthy relationships with their bodies and how this corresponds with self-esteem. Considerations for counselors using body neutrality to support children, adolescents, and caregivers are provided.

Personalized learning, a pedagogical approach tailored to individual needs and capacities, has garnered considerable attention in the era of artificial intelligence (AI) and the fourth industrial revolution. This systematic literature review aims to identify key drivers of personalized learning and critically assess the role of AI in reinforcing these drivers. Following PRISMA guidelines, a thorough search was conducted across major peer-reviewed journal databases, resulting in the inclusion of 102 relevant studies published between 2013 and 2022. A combination of qualitative and quantitative analyses, employing categorization and frequency analysis techniques, was performed to discern patterns and insights from the literature. The findings of this review highlight several critical drivers that contribute to the effectiveness of personalized learning, both from a broad view of education and in the specific context of e-learning. Firstly, recognizing and accounting for individual student characteristics is foundational to tailoring educational experiences. Secondly, personalizing content delivery and instructional methods ensures that learning materials resonate with learners' preferences and aptitudes. Thirdly, customizing assessment and feedback mechanisms enables educators to provide timely and relevant guidance to learners. Additionally, tailoring user interfaces and learning environments fosters engagement and accessibility, catering to diverse learning styles and needs. Moreover, the integration of AI presents significant opportunities to enhance personalized learning. AI-driven solutions offer capabilities such as automated learner profiling, adaptive content recommendation, real-time assessment, and the development of intelligent user interfaces, thereby augmenting the personalization of learning experiences. However, the successful adoption of AI in personalized learning requires addressing various challenges, including the need to develop educators' competencies, refine theoretical frameworks, and navigate ethical considerations surrounding data privacy and bias. By providing a comprehensive understanding of the drivers and implications of AI-driven personalized learning, this review offers valuable insights for educators, researchers, and policymakers in the Education 4.0 era. Leveraging the transformative potential of AI while upholding robust pedagogical principles, personalized learning holds the promise of unlocking tailored educational experiences that maximize individual potential and relevance in the digital economy.

This article asks the central question of how to practically engage in the ongoing production of space at Stellenbosch University (SU) as to reimagine and redefine spaces. Spaces, which affect people indirectly and subconsciously, can act as microaggressions on one hand and places of safety connected to identity on the other. The Visual Redress (VR) project at SU focuses on removing or replacing contentious visual elements on campus and facilitating engagements to alter experiences of places and spaces. The VR project is not only interested in physically transforming the space, but also in facilitating critical dialogue and physical interventions to engage in spatial memory and emotional remembrance. In this article Hauntology is used as a methodology to remember and reflect on visual elements on the Stellenbosch campus of SU and how the memory of the past and the dead in the form of visual elements still haunts the present. These hauntological engagements include crucial interactions with students, lecturers, and the various publics of the university. In this article the researchers will provide an overview of VR at SU and show and discuss the processes of three specific VR projects that were implemented at SU to illustrate the importance of hauntological engagements with the aim of reconstructing spaces.

Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving work-integrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning.

This comparative case study explores the roles of reading-to-write and writing-only approaches on students' L2 writing skills. Six third-year English major students from a Thai university, with diverse proficiency levels, participated in the study. Data from students' writing samples, semi-structured interviews, and observations were analyzed through quantitative and qualitative methods. The two approaches contributed differently to enhancing students' English writing skills. The writing-only approach significantly improved grammatical accuracy, while the reading-to-write approach fostered the use of more complex grammar structures, particularly in argumentative writing. In terms of coherence and cohesion, both approaches proved equally productive. Language proficiency, learning styles, task demands, essay types, topic familiarity, and time limitations also impacted the utilization of each approach. These insights suggest a blended approach to teaching writing at the university level, integrating both reading and writing elements. However, the findings also underscore the importance of explicit instruction in grammar and reading to support students in developing robust writing skills.

This study aimed at investigating the undergraduates' soft skills in a private HE institute in Lebanon from various perspectives. The study adopted a mixed-method approach for collecting and analyzing the data. Two different surveys, compiling major features of incorporating soft skills into USAL's study programs, were administered. 108 undergraduates and 23 instructors from different majors competed the surveys. A focus group interview was conducted for student affairs office personnel (SAO) to examine its role in developing undergraduates' soft skills. Quantitative data were analyzed using SPSS 26.0 while qualitative data were classified into themes and analyzed against the quantitative data and USAL's policy and regulations. Findings indicate, from a triangulated perspective, that USAL's undergraduates have revealed an average level of soft skills although they admit their significant importance for employability and career advancement. In addition, USAL's role in developing undergraduates' soft skills appears satisfactory with respect to the curriculum, the instructors' responsibilities and conducts, and SAO liabilities. Challenges impeding the process of integrating soft skills are pinpointed and discussed. Recommendations for the betterment of investing soft skills within USAL' context, policy and practice, are shared.

The most important skill in modern education is critical thinking and its necessary elements are agencies and voices which are force, ability, or power to make decisions or changes. Despite numerous efforts to increase Thai students' critical thinking skills, their ability to construct social and academic arguments is still far too weak. In addition, while these efforts mainly focus on students' critical thinking skills, little attention has been given to other education stakeholders such as education, institutions, schools, and teachers which potentially provide room for teachers and students to be critical. In this study, we investigated the ideological indexation of education stakeholders in a series of Thai educational policies (TEPs) years 2016-2018 from the Ministry of Education, Thailand. In TEPs, we utilized the corpus linguistic frequency function to locate the possible stakeholders and applied the framework of syntactic corpus analysis for agency identification (FO-SCAAI) to lexically elicit their agencies and voices which are important elements in modern education. The findings revealed an understanding of the representation of varying degrees of education stakeholders' agencies in TEPs. The implications of this study will lead to the realization that education stakeholders lack agencies and voices. We hope that upon realizing their lack of agency, the involved parties will make changes by providing more agencies to education stakeholders through modern education in Thai education policies.

The need for educators to utilize culturally responsive pedagogy to support culturally and linguistically diverse (CLD) student populations is critical. This research examines the formation of teacher candidates' culturally responsive teaching self-efficacy (CRTSE) and attributional beliefs for teaching CLD learners. Findings inform existing research on teachers' CRTSE beliefs and attributional development as we identify areas for improving educator preparation programs (EPP) and discuss recommendations for transformative institutional change aligned with the Association of Teacher Educators (ATE) teaching standards, which support the need for EPPs to develop teacher candidates' capacity to create inclusive learning opportunities for culturally, socially, and linguistically diverse students. This research also contributes to this professional literature by examining the formation of teacher candidates' CRTSE and attributional beliefs for teaching CLD learners and identifies areas of improvement regarding social justice principles and the application of cultural competence in EPP coursework and practicum experiences.

In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators' perceptions of their preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.

This study explores the development of professionalism in using Educational Technology (EdTech) among Korean elementary English teachers amid the increasing integration of technology in English education. Employing the Grounded Theory methodology, the study involved in-depth interviews with nine Korean elementary English teachers experienced in using EdTech. It aims to identify their EdTech experiences, the elements constituting EdTech professionalism, and its developmental process. The study reveals that teachers' EdTech professionalism encompasses a proactive approach towards technology, continuous professional growth based on practice and reflection, and adaptation of teaching methods in response to evolving technologies and learner needs. It highlights the importance of teachers' self-directed approach, collaboration with other teachers, and the integration of pedagogical, content, and technological knowledge into their English teaching. The findings have implications for teacher education and the advancement of EdTech-utilized English education, suggesting new processes and directions for developing elementary English teachers' professionalism in the rapidly evolving landscape of educational technology.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of English with little attention to how heritage speakers of languages other than English (LOTE) draw on critical experiences in discursive constructions of self. To address this gap, this study aims to explore the impact of critical experiences in university heritage Spanish speakers' self-narratives. Twenty heritage Spanish students completed a background questionnaire and peer-facilitated, video-recorded interview. Emergent, recurring themes were identified in transcribed interview data following tenets of grounded theory (Charmaz, 2006; Glaser & Strauss, 1967). Findings underscore the key role of positioning (Davies & Harré, 1990) in dynamic conceptions of self, particularly how heritage speakers (re)imagine and discursively construct past, current, and future self-states. Positioning was also linked to agency (Ahearn, 2001) in relation to students' critical reflections on experiences of racialization and resistance to, or reproduction of, dominant language ideologies. Overall, the study provides valuable insights for (heritage) language educators seeking to enact critical pedagogical principles in their classroom and curriculum.Teachin

The aims of this study were to synthesize and evaluate the learning model in gamification environment together with cartoon animation media to promote students' creative problem-solving skills. This study was divided into three phases, (i) synthesized and evaluated the appropriateness of learning model (ii) developed cartoon animation and (iii) assessed creative problem-solving skills. The results show that the learning model consisted of three main components: teaching component, gamification environment, and activities to promote creative problem-solving. The overall suitability assessment of the developed learning model was averaged at 4.69 (SD = 0.46) out of 5, being at the most appropriate level and the scores of the students' post-learn creative problem-solving skills assessment were significantly higher than the criteria at the level 0.05. These results lead to a conclusion that the learning model in gamification environment together with cartoon animation media can significantly promote students' creative problem-solving skills and can be applied to develop desired learners' achievements and skills.

The career transition of lecturers and education staff has brought several organizational role changes, resulting in difficulty adapting and overcoming the impacts that arise from career transitions. The purpose of the study is to explore the adaptation experience and impact of the career transition of lecturers and education staff in Indonesia. This research uses qualitative methods with a grounded theory approach. Informants are recruited using the snowball sampling method. The number of informants interviewed was 18 people from 7 state universities in Indonesia. The results of the interview were coded with NVIVO software. The analysis results indicate that the consequences of a career transition consist of two phases, namely: adaptation and change, consisting of 23 dimensions and 50 indicators. The adaptation phase consists of 4 main categories, namely situation, self, support, and strategies. Schlossberg's Transition Theory can explain the adaptation process. The change phase includes four categories: behavior, role, learning, and perception. The findings show that during the change phase, informants use two career anchors, in contrast to Schein's Anchor Career Theory which states that individuals only use one main career anchor. This research enriches the theory of career transition in the context of higher education institutions in Indonesia.

This research measures the role of psycho-cybernetics training (PT), green entrepreneurship training (GET), and green entrepreneurship motivation (GEM) in determining GEI. Going even deeper, GEM was also tested for its mediating role on the influence of PT and GET in determining GEI. This study adopts an ex-post facto design that focuses on the condition of students after green entrepreneurship training and psycho-cybernetics reinforcement. A total of 294 university students in Indonesia were involved to fill out the questionnaire voluntarily. A Likert-scale questionnaire instrument whose items have been validated is used to collect data. Structural Equation Modeling (SEM) analysis is used to test the hypothesis of direct influence between variables and mediating roles through path analysis and bootstrap methods. The results of the direct effect test stated that PT and GET play a significant role in determining GEM, and PT, GET and GEM also play a significant role in determining GEI. The mediating role of GEM has also been tested to be significant in the influence of PT and GET in determining GEI. These results provide a big signal that in creating various green innovations in entrepreneurship, two aspects (technical skills and psychological conditions) are needed which are well synergized.

Culture is an inseparable part of English Language Teaching (ELT), and ELT textbooks, as one of the main instructional resources are bound to include cultural and linguistic content. However, the kind of cultural content in these books has been a controversial issue for decades. It is recommended that curriculum designers use intercultural content, which represents different countries. However, it is repeatedly observed that the cultural contents in course books are mainly drawn from some specific countries where English is the first language. In this study, the authors investigated an English textbook series named "Touchstone" to determine the representativeness of the cultural content in those books based on Kachru's (1992) three concentric circles of countries in which the English language is spoken, namely the inner circle, the outer circle, and the expanding circle. Although the results were promising and a tendency to include expanding circle countries' cultures was found, the outer circle countries were yet culturally under-represented. The findings of this research can shed light on the intercultural representativeness of this particular series of textbooks and help raise English as a Foreign Language (EFL) and English as a Second Language (ESL) teachers and learners' awareness of the cultural landscape of ELT textbooks. The findings would also benefit ELT materials developers who wish to produce course books with more internationally representative cultural content.

In this critical autoethnography, I reflect on my experience teaching in a KIPP charter school in an urban, racially diverse city in the southwestern U.S. Over the past few decades KIPP has gained both prestige and resentment as a major character in the charter school movement. Their focus on supporting students from underrepresented racial backgrounds in achieving academic success has gained them ample support in many communities. How-ever, in this article I draw attention to the KIPP policies and practices that work directly against the organization's aims and instead support a process of acculturation. I engage with storytelling to bring the reader into my classroom experiences so that we might col-lectively trouble these disconnections and (re)consider how policies may impact students of Color in similar institutions.