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The Europeana digital library features cultural heritage collections from over 3,000 European institutions described in 37 languages. However, most textual metadata describe the records in a single language, the data providers' language. Improving Europeana's multilingual accessibility presents challenges due to the unique characteristics of cultural heritage metadata, often expressed in short phrases and using in-domain terminology. This work presents the EuropeanaTranslate project's approach and results, aimed at translating Europeana metadata records from 23 EU languages into English. Machine Translation engines were trained on a cleaned selection of bilingual and synthetic data from Europeana, including multilingual vocabularies and relevant cultural heritage repositories. Automatic translations were evaluated through standard metrics and human assessments by linguists and domain cultural heritage experts. The results showed significant improvements when compared to the generic engines used before the in-domain training as well as the eTranslation service for most languages. The EuropeanaTranslate engines have translated over 29 million metadata records on Europeana.eu. Additionally, the MT engines and training datasets are publicly available via the European Language Grid Catalogue and the ELRC-SHARE repository. [ABSTRACT FROM AUTHOR]

This article examines the use of non-English resources in academic libraries, with a focus on reference and instruction. Academic librarians from the United States and Canada were surveyed about their perceptions regarding the use of non-English resources during reference and instruction duties and the results are considered through a diversity, equity, and inclusion lens. The authors explore literature regarding the dominance of the English language in higher education, scholarly communication, and academic publishing. Library literature is also reviewed, emphasizing reference and instruction services viewed through a critical librarianship or "critlib" lens. These perspectives are applied to the survey results with a discussion of the implications for academic reference and instruction librarians. The article concludes with suggestions for areas of future research. [ABSTRACT FROM AUTHOR]

There is a well-known idiom uttered when someone doesn't understand: It's all Greek to me! The Greek language has two words for the English word time. One is a verb; the other is a noun. Advisors know the noun version well, but for clients, the verb version is more important because it means sensing opportunity. How confident are clients in making decisions? There are difficult questions without easy answers in financial planning. Some things might be all Greek to clients, but success can come when advisors focus on education and professionalism. [ABSTRACT FROM AUTHOR]

Aims and objectives: Prior research shows that bilingual pupils may have foreign language learning advantages over monolinguals, but evidence is controversial. Investigating English as a foreign language (EFL) in the context of the Netherlands, we hypothesized that the conflicting findings may be partly explained by differences in extramural EFL exposure. We further predicted that amount and length of EFL exposure might moderate the effects of bilingualism on EFL learning and cross-language relationships between English and the previously acquired languages. Approach: Twelve- to 14-year-old Turkish–Dutch bilinguals (n = 30) and Dutch monolinguals (n = 31) participated. The Peabody Picture Vocabulary Test was used to measure receptive vocabulary in English, Dutch, and Turkish. Grammatical ability was measured with a sentence repetition task. A questionnaire was used to obtain information on children's language exposure. Data and analysis: Data were analyzed by means of multilevel linear regression. Amount and length of extramural exposure were used as control variables in the analyses comparing EFL skills of bilinguals and monolinguals. The role of exposure as a moderator of bilingual effects and cross-language relationships was also tested. Findings/conclusions: If differences in exposure were not taken into account, the bilinguals were outperformed by the monolinguals on EFL vocabulary, but not on grammar. However, the between-group difference disappeared once exposure measures were controlled for. Bilinguals with little exposure to English performed worse than monolingual peers, but at higher exposure levels, bilinguals outperformed monolinguals. In the bilingual sample, Dutch vocabulary predicted English vocabulary, but Turkish proficiency did not predict English skills. Originality: This is the first study to include measures of extramural exposure in investigating the effects of bilingualism on EFL learning. Significance/implications: This research shows that differences between monolingual and bilingual EFL learners can be either concealed or inflated if exposure is not controlled for. Furthermore, exposure moderates bilingual effects in EFL learning. [ABSTRACT FROM AUTHOR]

Purpose: Findings from previous speech production research suggest that the nature of phonological planning units is language-specific, with phonemes as the planning units in Dutch and English but syllables in Cantonese and Mandarin Chinese. However, little is known about how multilingual speakers possessing languages with distinctive phonological planning units plan for their speech. This study was conducted to investigate the roles of syllable and phoneme in Cantonese (L1) and English (L2) production among Cantonese–English bilinguals. Design: A picture version of the form-preparation task was employed, where participants named aloud (in their L1 and L2) small sets of pictures repeatedly. The names of the pictures in a set either shared the same word-initial syllable, word-initial phoneme, or were unrelated. Participants' L1 and L2 proficiencies were measured. Data and analysis: 53 Cantonese–English bilinguals participated. The naming latency data were submitted for linear mixed effects modeling analyses. Findings: Significant priming effects on naming latency, relative to an unrelated control, were found when the response words shared the same word-initial syllable but null effects were found when they shared merely the same word-initial phoneme in both L1 and L2 production. Critically, in L2 English production, a significant negative association was observed between the size of syllable priming and the participant's English vocabulary size. Furthermore, significant English phonemic priming was observed among the participants higher in spoken English proficiency but not among the lower proficiency counterparts. Originality: This study provides clear evidence showing the multifaceted effects of L2 proficiency on L2 phonological planning using a picture naming task. Significance: The present findings indicate the significant impact of L1 on L2 phonological planning. Yet, this L1-to-L2 influence would be modulated in different ways by the different aspects of one's L2 proficiency. [ABSTRACT FROM AUTHOR]

Aims: The purpose of this research was to investigate to what extent the most commonly identified non-native features in the L1 speech of late consecutive bilinguals are reflected in differences in the bilinguals' productions of these features compared with those of monolingual speakers of the L1. Design: We investigated the L1 accent of English migrants to Austria and monolingual English speakers in the United Kingdom in two inter-related studies. Data: In Study 1, an accent-perception experiment, native English listeners rated the nativeness of the monolinguals' and bilinguals' L1 English productions of read sentences, using a 6-point scale, and subsequently commented on the accentual features associated with perceived non-nativeness. In Study 2, the monolinguals' and bilinguals' productions of the most commonly identified non-native features from Study 1 were compared acoustically and auditorily. Findings: The accent-perception experiment revealed significantly higher non-nativeness ratings for the bilinguals than the monolinguals. These were associated with a wide range of segmental and prosodic features (n = 836 feature tokens), with /iː/ and /ɪ/ the most commonly identified for segments, and articulation rate and intonation for prosody. The phonetic analysis of these features in Study 2, in turn, revealed that the bilinguals produced /ɪ/ closer to /iː/ than the monolinguals and had more final rises in questions, with the articulation rate differences between them just failing to reach significance. Originality: This is the first study to document a direct link between the features perceived as non-native in bilinguals' L1 speech and their measurable manifestation in non-native L1 speech productions. Significance: This research contributes significantly to our understanding of the relationship between the perception and production of attrition in L1 speech, and shows that where listeners are able to provide consistent, detailed descriptions of the features associated with non-nativeness, they truthfully reflect measurable patterns in the speech signal. [ABSTRACT FROM AUTHOR]

Objectives: Object wh -questions are more difficult for monolingual children to comprehend than subject questions. Especially difficult are object- which questions that appear to be significantly more difficult than both (object/subject) who and subject- which questions. Our research examines the manifestation of this difficulty among bilingual preschool children (L1-English, L2-Hebrew) as compared with their Hebrew monolingual peers, exploring the two languages of the bilinguals. Approach: Using a character selection task, the empirical goal of the study is to analyze the differences between monolinguals and bilinguals and between the languages of the bilinguals. The theoretical goal is to explain the difficulty which cuts across the two populations, namely, the comprehension of object- which questions. Data and Analysis: A total of A total of 55 preschool children, aged 4.4–6.4, participated in the study: 20 monolinguals and 35 bilinguals. A mixed linear model analysis, a general linear model, multiple linear regression analyses, and chi-square tests were used to analyze the data. Findings: (1) Monolingual and bilingual children (in their L2) have similar trajectories: object- which questions present difficulties to all participants, and their comprehension systematically follows the comprehension of object- who questions ; (2) similar trajectories are also found in the two languages of the bilingual children, with L1-English object- which questions lagging behind L2-Hebrew object- which questions. Originality: The comparison between the two populations, and especially between the two languages of the bilinguals, led us to take a closer look at the syntactic processing of which -questions. We explored the possibility that the set restriction computation is the source of children's difficulty, overloading their working memory resources. Significance: Our research demonstrates that monolingual and bilingual (syntactic) development is essentially the same. However, when syntactic processes interact with additional factors, such as working memory resources and language-specific properties, as is the case in object- which questions in Hebrew versus English, the gap between the two populations might widen. [ABSTRACT FROM AUTHOR]

The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners? and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners? To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices. [ABSTRACT FROM AUTHOR]

This study investigates how task complexity affects native speakers' and second language (L2) learners', and experts' perceptions of task difficulty in writing tasks. It also explores how task complexity influences English native speakers' and L2 learners' linguistic complexity in their writing. Ninety participants performed one simple and one complex argumentative writing task manipulated by task complexity (± elements and reasoning demands) and counterbalanced. Their essays were analyzed using linguistic complexity metrics. The results showed that English native speakers, L2 learners, and experts perceived the complex task as requiring more mental effort, being more stressful, and creating more planning and writing time pressure than the simple task. The native speakers demonstrated greater overall linguistic complexity than the L2 learners in the two writing tasks. However, both English native speakers and L2 learners produced longer T-units and more diverse vocabulary in the complex task than in the simple task but also produced more syntactically similar structures in the complex task. Significant interaction effects of group (L1 and L2) and task (± elements and reasoning demands) were found for five linguistic complexity metrics. Theoretical and methodological implications are discussed in light of Robinson's cognition hypothesis and Hayes's writing model. PLAIN LANGUAGE SUMMARY: For the past 30 years, experts in language teaching have studied how difficult language tasks affect people learning a new language (L2). These tasks, which involve various mental challenges, can influence how well learners use the language in terms of complexity (how detailed their language is), accuracy (how correct it is), and fluency (how smoothly they speak or write). However, studies show mixed results on how these challenges impact language learners. One major issue is the lack of comparison with native speakers (people who speak the language fluently from birth). Comparing L2 learners to native speakers helps set realistic goals for learners and highlights areas where they need improvement, such as sentence structure and vocabulary use. This comparison can also improve how language tests are designed and graded. The current study looks at how task difficulty affects the complexity of writing in both native English speakers and L2 learners. By doing this, researchers hope to better understand the differences between native and non-native speakers, which can help teachers develop more effective teaching methods. The study uses several theories to explore these relationships and aims to provide clearer guidelines for teaching and assessing language skills. [ABSTRACT FROM AUTHOR]

This critical interpretive study aims to contribute to the scholarship that calls for epistemological recognition and representation of the global South. This call is seen as displacing questions of redistribution. The article utilizes interviews and focus group sessions with Kazakhstani graduate students to explore their experiences and perspectives on international education. The views are analyzed and interpreted employing three theoretical perspectives: (1) critical (decolonial) internationalization to show how internationalization promotes independence from the Soviet system while encouraging the adoption of Eurocentric education systems, (2) whiteness to illustrate the influence of the global racialized social system dominated by western/English knowledges and (3) distributive justice to demonstrate the benefits the nation and individuals obtain from internationalization amidst inequity claims. With these frameworks, both the individual and national benefits accrued from internationalization can be seen, while English/Western knowledge practices undermine national knowledges and languages. The processes ultimately sustain global North epistemological supremacy and hegemony. [ABSTRACT FROM AUTHOR]

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 purpose of this study aimed to investigate the impact of incorporating a scripted collaborative learning strategy into digital storytelling (DST) on the vocabulary acquisition, creativity and writing skills of EFL college students. While DST has been previously utilised in English language education, it faces several challenges. To address these challenges, this study introduced a scripted collaborative strategy designed to enhance the digital storytelling creation process. An experimental comparison between scripted and non-scripted collaborative digital storytelling projects was conducted to assess their effects on students' creativity and writing skills. The findings revealed that the scripted collaborative DST approach markedly improved students' vocabulary acquisition, graphic creativity and writing skills compared to the non-scripted collaborative DST group. This research underscores the potential benefits of digital storytelling in advancing English language learning, offering valuable insights into its effective implementation. [ABSTRACT FROM AUTHOR]

The study aimed to analyse the production of plosive sounds by trilingual speakers of L1 Polish – L2 English – L3 Norwegian. The main objective was to trace any changes in the VOT production of fortis and lenis stops in all three languages (Polish, English and Norwegian) produced by novice L3 learners with a focus on possible cross-linguistic interactions. The investigation was conducted across three testing times throughout the first year of L3 learning. The results show that participants maintained separate VOT patterns in all three languages. What is more, VOT production patterns changed over time, but only in the voiced series of stops. The study also provides evidence for asymmetry between voiced and voiceless stops, as the two series turned out to be affected by CLI in a different manner. [ABSTRACT FROM AUTHOR]

Theoretical linguistics, particularly within the domain of cognitive linguistic (CL) theories, serves as a comprehensive framework for understanding language interpretation and addressing fundamental questions about its nature. Within the framework of theoretical linguistics, this study focuses on linguistic theories that delve into cognitive processes. Specifically, it explores how CL theories contribute to the development of English language (EL) skills in college students. To achieve this goal, a well-structured questionnaire method was employed to gather insights from 190 college students, and the collected data were analyzed using SPSS. The study adopts a quantitative descriptive research approach with a cross-sectional research design. The chosen methodology involves a questionnaire survey method, specifically utilizing a closed-ended 5-point Likert scale for participant responses. The corpus linguistics-focused curriculum enhances college students' writing complexity over traditional methods. This research contributes to the field of cognitive linguistics by not only emphasizing its role in EL development but also by addressing the integration of a corpus-based approach in English teaching. The study findings indicate frequent corpus-based language exploration correlates positively with students' confidence in written and spoken English. Furthermore, the analysis results highlight the effectiveness of integrating CL techniques into EL teaching materials, showcasing improvements in students' practical language skills and proficiency. [ABSTRACT FROM AUTHOR]

Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedagogy training on not only linguistic, but also intercultural dimensions. However, the development of PSETs' home-country cultural knowledge (HCK) and English language knowledge of home-country culture (ELKHC) has been overlooked. Given the wide application of project-based learning (PBL), this study aims to enhance Chinese PSETs' HCK and ELKHC via group projects. Top of Form Bottom of Form. Design: The study was conducted within a PSET training course involving 43 participants at a Chinese university. An intervention comprising four group projects was implemented, which required participants to utilize various technologies to showcase Chinese culture via the English language. The instructor's evaluation, students' self-evaluation, and reflective journals were collected. Findings: Quantitative analysis of the students' self-evaluations and the course instructor's evaluations demonstrated that the PSETs made significant progress in HCK and ELKHC. Qualitative analysis of students' reflective journals showed their learning experiences, gains, challenges, and solutions. Originality/value: This study highlights how PBL affords authentic learning experiences and stimulates learning motivation and autonomy. Strategies for helping learners make more progress in HCK and ELKHC via PBL are also discussed. Ultimately, we believe this study offers insights into the training and development of foreign language professionals. [ABSTRACT FROM AUTHOR]

Research Findings: Shared book reading is important for children's early literacy development. Although there is an increasing number of dual language learners, few studies have examined families' shared book reading practices in their two languages. The current study examined Hispanic parents' beliefs and practices during shared reading in English and Spanish, and explored how their reading practices differ as a function of language and parental education level. Overall, Hispanic parents reported they read more frequently and had more books in English than in Spanish. Parents' feelings about shared reading and their interactive strategies during shared reading differed by education level, parents' preferred language, and book language. English-dominant parents engaged in more interactive reading strategies and reported more positive feelings when they read in English, while Spanish-dominant parents engaged in more reading strategies and reported more positive feelings when they read in Spanish. Practice & Policy: These findings highlight the importance of examining the language of reading interactions and parents' preferred language to understand the complex nature of reading interactions in Hispanic families. These findings can be helpful for researchers, educators, and intervention providers to offer families the appropriate support they need to engage in shared book reading. [ABSTRACT FROM AUTHOR]

A "spontaneous" correction of the Class II malocclusion has been described after maxillary expansion (ME) treatment. The aim of the present review was to systematically summarize changes in the sagittal dentoskeletal parameters of growing Class II patients after ME. The study protocol was developed according to the PRISMA statement and registered in PROSPERO before literature search, data extraction and analysis. The PICO model was followed in the definition of the research question, search strategies and study selection criteria. Randomized and non‐randomized studies on the sagittal effects of ME published in English language without date restrictions were electronically searched across the Cochrane Library, Scopus and MEDLINE/PubMed databases. Changes in sagittal dentoskeletal cephalometric parameters were analysed. The risk of bias in randomized and nonrandomized studies was assessed using the Rob2 and ROBINS‐I tools, respectively. A narrative synthesis was performed, focusing on the investigated population, intervention, comparison, and main outcomes. Pairwise meta‐analyses were used to compare the outcomes assessed in subjects who underwent ME versus untreated subjects. Ten studies met the inclusion criteria, four were included in the pairwise meta‐analyses due to the presence of a control group. Slight but significant improvements in OVJ (MD: −0.36; 95%; CI [−0.69 to −0.01]; p =.04) and 6/6 molar relation (MD: 1.5; 95%; CI [0.69 to 1.61]; p <.0001) were found in patients who underwent ME compared with untreated subjects, whereas no improvement in skeletal parameters was observed. However, the limitations of a small body of moderate‐quality evidence and possible confounding factors should be considered. Evidence on the sagittal skeletal and dental effects of ME in Class II patients is still ambiguous, suggesting the need for more clinical trials, including appropriate control subjects, randomization and blinding during outcome assessment. [ABSTRACT FROM AUTHOR]

The practice of intercultural teaching seems to be commonly applied but not in aviation English class. This might be difficult in conceptualizing intercultural competence instructional model (ICCIM) due to the mandatory adaptation to aviation English materials. This autobiographical study aimed to describe how the researcher conducted intercultural competence (ICC) teaching in aviation English class along with the depiction of students' reflective constructs. This study was undertaken in Politeknik Penerbangan Surabaya as one of state aviation schools under agency of human resource development on transportation. The researcher found that the ICCIM could be implemented in aviation English class with some challenges. Another finding showed that the students were interested in learning ICC materials. This autobiographical study implies that there needs further research in examining ICCIM in aviation English class with wider cultural exposures and practices to give aviation students wider cultural perspectives before they work in the field of aviation. [ABSTRACT FROM AUTHOR]

The research was conducted to determine how the leadership behavior of English teachers affects students' performance in the language and to examine how the motivation of students toward English language learning influences the relationship between the leadership behavior of teachers and the performance of their students in the language. The statistical tools used in this descriptive research study were frequency analysis, mean computation, correlation analysis, regression analysis, and mediation analysis. As the students perceive, their English teacher's manifest leadership behavior consideration more than initiating structure. Results have shown that the students scored higher in integrative than in instrumental motivation. Both dimensions of leadership behavior positively relate to the students' integrative and instrumental motivation and English performance. This indicates that they will be motivated to learn and perform better in English no matter what dimension of leadership behavior teachers will manifest. However, regression analyses have shown different results. While integrative motivation is positively and significantly correlated to students' performance in English, instrumental motivation is not. Instrumental and integrative motivation do not mediate the effects of initiating structure on students' English performance. However, both forms of motivation significantly mediate the effect of consideration on students' English performance. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionsClinical implicationsTo determine whether culturally adapted dementia prevention animations increased dementia prevention knowledge in ethnically diverse communities.A before-and after survey conducted online and in-person between 1 February and 5 June 2022. Participants viewed the animation in Arabic, Hindi, Tamil, Cantonese, Mandarin, Greek, Italian, Spanish, Vietnamese or English. Dementia knowledge was measured using two subscales from the dementia risk reduction knowledge instrument (KoDeRR), measuring knowledge of dementia risk factor mitigation strategies and appraisal of dementia risk factors (misconceptions).Among the 318 respondents there was a significant increase in dementia knowledge in most languages after viewing the animation (ps < 05; except for English). Mean performance on knowledge of dementia risk factor mitigation strategies significantly increased after viewing the animation (p < .001), with a clinically meaningful effect (mean change = 3.63). Appraisal of dementia risk factor misconceptions significantly increased in the Spanish group (mean change = 1.29, p < .001), but significantly decreased in the English group (mean change = -1.09, p < .001).Viewing the animation in a language other than English was associated with an increase in KoDeRR scores for both the recognition of mitigation strategies and identification of misconceptions subscales.Codesigned, culturally adapted in-language dementia prevention animations improve dementia prevention awareness in ethnically diverse communities. [ABSTRACT FROM AUTHOR]

This is a qualitative study that addresses writing challenges transnational students face as a result of the transition from an American educational system to a Mexican one. Seven transnational students from an undergraduate program in English Language Teaching (ELT) took part in the study. A case study design was adopted; students were taught for eight weeks how to write an introduction to a research paper following a modified version of Tardy’s (2019) genre pedagogy. Two semi-structured interviews and a focus group were conducted at different phases of the study. We also collected students’ drafts and the final version of the introduction to a research paper. This article, however, reports the results of the first interview that was analyzed by means of thematic analysis. Results reveal that students have some difficulties with the organization of texts in English despite their immersion in an English-speaking environment, and students acknowledge that some Mexican teachers overstress the use of grammar when teaching writing in English. This paper contributes to the English as a Foreign Language (EFL) field because it informs English teachers about some academic writing difficulties that transnational students face. [ABSTRACT FROM AUTHOR]

In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the ‘places’ in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned ‘foreign’ language, but also in one where they must learn to decode the idiosyncratic ‘irregularities’ of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1. [ABSTRACT FROM AUTHOR]

Research from large population-based studies investigating the language and academic outcomes for bilingual children is rare. The current study aimed to investigate the influence of dual language exposure on (i) English vocabulary outcomes at 5 years (126 bilinguals, 1675 monolinguals), and 10 years (vocabulary: 92 bilinguals, 1413 monolinguals:), and (ii) academic outcomes at 10 years (107 bilinguals, 1746 monolinguals). Participants were drawn from Generation 2 of the Raine Study, a longitudinal study from birth to 28 years (n = 2868, 88.3% white, 50.7% boys, 6.7% bilinguals) in Australia. At 5 years, bilinguals had lower receptive English vocabulary than monolingual peers (p < .05). No differences were found between groups in receptive vocabulary at 10 years, and groups were comparable on teacher-reported academic outcomes at 10 years. Findings suggest that dual language exposure (i.e. English as the societal language and another language at home) may impact vocabulary performance at the time of transition to formal education, however, these differences are not maintained in middle childhood, with no impact on academic performance at 10 years. [ABSTRACT FROM AUTHOR]

Studies of perception have long shown that the brain adds information to its sensory analysis of the physical environment. A touchstone example for humans is language use: to comprehend a physical signal like speech, the brain must add linguistic knowledge, including syntax. Yet, syntactic rules and representations are widely assumed to be atemporal (i.e., abstract and not bound by time), so they must be translated into time-varying signals for speech comprehension and production. Here, we test 3 different models of the temporal spell-out of syntactic structure against brain activity of people listening to Dutch stories: an integratory bottom-up parser, a predictive top-down parser, and a mildly predictive left-corner parser. These models build exactly the same structure but differ in when syntactic information is added by the brain—this difference is captured in the (temporal distribution of the) complexity metric "incremental node count." Using temporal response function models with both acoustic and information-theoretic control predictors, node counts were regressed against source-reconstructed delta-band activity acquired with magnetoencephalography. Neural dynamics in left frontal and temporal regions most strongly reflect node counts derived by the top-down method, which postulates syntax early in time, suggesting that predictive structure building is an important component of Dutch sentence comprehension. The absence of strong effects of the left-corner model further suggests that its mildly predictive strategy does not represent Dutch language comprehension well, in contrast to what has been found for English. Understanding when the brain projects its knowledge of syntax onto speech, and whether this is done in language-specific ways, will inform and constrain the development of mechanistic models of syntactic structure building in the brain. Comprehending spoken language requires the encoding of information beyond what is presented in the raw speech signals. Using MEG recordings during natural story listening, this study shows that the human brain projects its knowledge of syntax onto speech in a predictive and language-dependent way. [ABSTRACT FROM AUTHOR]

Introduction: The prevalence of epilepsy in sub-Saharan Africa varies considerably, and the exact estimate for Ghana remains unclear, particularly in peri-urban areas where data are scarce. More community-based studies are required to understand better the actual burden of epilepsy in these areas and the difficulties in accessing healthcare. Objective: To adapt and validate a household survey epilepsy-screening instrument in Shai-Osudoku and Ningo-Prampram District of Greater Accra Region, Ghana. Methods: We developed a 17-item epilepsy screening instrument by modifying previously validated English language questionnaires. We included questions that could identify convulsive and non-convulsive seizures. Language experts forward- and back-translated the questionnaires into the two languages: Asante Twi and Dangme. Cases were people with confirmed epilepsy attending healthcare facilities where these languages are used. Controls were unaffected relatives of cases or people attending the same healthcare facilities for other medical conditions. We matched cases and controls for geographical location and ethnicity. An affirmative response to one of the seventeen questions by a participant was deemed a positive screen. The questionnaires were divided into two stages. The first stage consisted of broader, more general questions aimed at identifying potential cases of epilepsy. The second stage involved a more detailed and focused set of questions administered to those who screened positive in the first stage. Results: One hundred and forty Dangme speakers (70 cases and 70 controls) and 100 Asante Twi speakers (50 cases and 50 controls) were recruited. The sensitivity and specificity for Dangme were: Stage 1, 100% and 80%, and Stage 2, 98.6% and 85.7%. The Dangme version reliably identified epilepsy with positive predictive values of 83.3% and 87.3% at stages 1 and 2. The questionnaire excluded epilepsy with 100% and 98.4% negative predictive values. For the Asante Twi version, the sensitivity and specificity were 98% and 92% (95% at Stage 1, and for Stage 2, 96% and 94%. The Asante Twi questionnaire reliably specified epilepsy with positive predictive values of 92.5% and 94.1% at stages 1 and 2. It excluded epilepsy with negative predictive values of 97.9% and 95.9% for the two stages Conclusions: Our questionnaire is valid for the two languages and usable for community-based epilepsy surveys in Ghana. It can also be adapted for other resource-poor settings, although translation and iterative in-country testing will be needed to ensure its validity. [ABSTRACT FROM AUTHOR]

This paper examines how flouts and violations of conversational maxims are represented in translation and how this influences the different types of translational equivalence. A number of scenes from audiovisual media where there is a gap between one character's intended meaning and another's reply were examined by comparing the employment of conversational maxims in the source and target text. Additionally, the relation between the employed translation strategies, equivalence type, and the representation of the maxims was analyzed. The results showed that audiovisual translators tend to reduce ambiguity through strategies like addition and explicitation, which alters the features of the maxims found in the source text. Moreover, linguistic differences also make retaining ambiguity a challenge. Furthermore, while functional equivalence is often seen as the ideal type to convey the sense of a text, in cases where the text contains double meanings, the rendition of sense is no longer straightforward. As a result, translators must employ compensational strategies to maintain the ambiguity or explain its existence. The study concludes that the translators must pay attention to nuance to choose the best equivalents and phrasings for each given situation since even slight changes may change the implicatures of the text. [ABSTRACT FROM AUTHOR]

Background: Hydrophilic polymer embolization (HPE) is a scarcely reported complication associated with endovascular procedures where the hydrophilic coating dislodges and disseminates to more distal vascular beds, leading to ischemic complications. The aim of this study is to assess the clinical outcomes associated with HPE in the literature and try to quantify it in a scoping manner. Methods: All reports with regard to HPE in the PubMed database where clinical data were available were included. Reports were excluded if no clinical data were available and only histopathological descriptions are available, if the language of the report was not in English, and if access could not be obtained to that specific report. Results: A total of 60 publications containing 111 patients were identified. The majority (N = 45, 75%) of the publications were "single-patient" case reports. An overwhelming minority of the reports reported underlying hypertension (N = 27, 45.0%) and ischemic heart disease (N = 28, 46.7%). The most common implicated procedures for HPE occurence were cardiac procedures (N = 28, 46.7%), intracranial procedures (N = 13, 21.7%) and aortic procedures (N = 10, 16.7%). Steroids were trialled in nine (15%) of the reports, mainly for HPE to the CNS (7/9), with no mortality in that specific group. However, HPE-related mortality, identified in 48/111 patients, was largely due to HPE with pulmonary and cardiac involvement (combined 36/48 of all deaths). Conclusions: HPE seems to be a rare occurrence, although low-quality evidence (mainly case reports) comprises most of the research on the subject. Fatal outcomes seem relatively common, and steroid therapy may be trialled in select cases. Further research, potentially through prospective registry studies may aid in providing more knowledge on HPE. [ABSTRACT FROM AUTHOR]

Background: Endometriosis diagnosis reportedly faces delays of up to 10 years. Despite growing awareness and improved guidelines, information on the current status is limited. Objectives: To systematically assess the published evidence on the status of time to diagnosis in individuals with endometriosis, with respect to the definition of time to diagnosis, geographical location and patient characteristics. Search Strategy: MEDLINE (via PubMed) and Embase were searched for publications reporting time to diagnosing endometriosis since 2018. No restrictions to population or comparators were applied. All publications were screened by two independent reviewers. Selection Criteria: Search results were limited to primary publications of randomised controlled trials, non‐randomised trials and observational studies. Case reports, secondary publications and grey literature were excluded. No restrictions were made regarding language, provided that an English title and abstract were available. Data Collection and Analysis: Publications were assessed with respect to time to diagnosis, diagnostic methods, study type, study country and potential bias. Main Results: The 17 publications eligible for inclusion in this literature review were all observational studies. The publications reported diagnosis times between 0.3 and 12 years, with variations depending on the definition of time to diagnosis (overall, primary, or clinical), geographical location and characteristics of the included study population. Evidence was of poor to good quality overall. Conclusions: Diagnostic delay is still present, primarily driven by physicians, and this review underscores the need for standardised definitions, increased awareness and targeted diagnostic interventions. [ABSTRACT FROM AUTHOR]

After the country became independent, All India Radio continued the colonial practice of broadcasting western popular music on a regular basis. This paper tries to analyse the reasons behind this decision, given the very small audience that such programming enjoyed. I begin by providing a brief history of broadcasting in the colonial era to demonstrate how that system served as a model for AIR’s subsequent policies. Next, the paper examines the controversies surrounding the ban on Hindi film music on Indian radio, to point out the curious fact that no such interdiction was passed on western popular music. I then look at the crucial role played by English as the primary linguistic medium for governing the postcolonial nation and conclude with the suggestion that the meaning of western pop on All India Radio needs to be understood as a means of governmentality that was instrumental in the making of postcolonial modernity. [ABSTRACT FROM AUTHOR]

In this paper, we compare conventions of offering food and alcohol in Chinese and English. We define offering as an interaction ritual because in many linguacultures, food and drink are offered by following certain conventions, the observing of which is a ritually sacred duty for the host. Foreign residents in China are often irritated by Chinese conventions of offering food and drink. We try to explain such irritations by investigating how Chinese and ‘Western’ offering conventions differ from one another. Our framework brings together speech acts and interaction ritual theory. We first present relevant experiences of English-speaking foreigners living in China. We then conduct a contrastive pragmatic study of English and Chinese food and alcohol offering conventions, followed by an interpretation of the irritations reported by our panel of foreigners through our contrastive outcomes. [ABSTRACT FROM AUTHOR]

This study investigated the application of the Kolb model to assess the efficacy of ChatGPT in enhancing English grammar learning. Data were gathered through interviews and observations. By analysing data across the Kolb model’s stages - concrete experience, reflective observation, abstract conceptualisation, and active experimentation - both the strengths and weaknesses of ChatGPT become apparent. The results indicated that while ChatGPT encourages interactive learning and enthusiasm among students, there is a prevailing doubt regarding its accuracy, underscoring the necessity of maintaining a critical mindset towards AI-generated content. Participants emphasised ChatGPT’s supportive role in education, aiding in the understanding and applying grammar concepts. However, concerns regarding ChatGPT’s occasional inaccuracies and struggles to understand contextual nuances are observed. The study highlights the importance of human involvement in AI tools and the need for students to develop technological literacy. Furthermore, it proposes a pedagogical model effectively utilising ChatGPT in English grammar education [ABSTRACT FROM AUTHOR]

This review paper examines the concept of urban projects within the evolving landscape of urban planning theory and practice, with a particular focus on the French context. Through a targeted review of French and English language literature, we trace the development of planning models from rational comprehensive approaches to more collaborative and strategic models. We argue that the urban project emerges as a multifaceted construct, embodying processes, outcomes, and actor-rules dynamics. The paper explores three key research subjects in contemporary urban projects: the interplay between neoliberal and the just city paradigms, the divergence between judicial and spatial understandings of justice, and the potential of commons and social innovation as an emerging paradigm and a response to neoliberal paradigm and spatial inequalities. This research synthesises existing knowledge and identifies key areas for future investigation, offering insights that can inform both theoretical discourse and practical applications in urban planning. Article Highlights: The Urban Project is a France's strategic planning instrument, not inherently aligned with neoliberal agendas The "Just City" paradigm fails to prevent neoliberal outcomes; community-based innovation offers key insights to address spatial injustices and inequalities Judicial and spatial justice interpretations vary, potentially leading to spatial injustices and inequalities [ABSTRACT FROM AUTHOR]

Clear and accurate pronunciation plays an essential role in communicating effectively and significantly affects English learners' proficiency. ELSA Speak has been used in some schools due to its benefits to help learners improve English pronunciation. However, to optimize the application, a better understanding of EFL learners' satisfaction with ELSA Speak is essential. The novelty of this study is assessing how English major students were satisfied with using ELSA Speak to enhance their pronunciation and explore key factors that contributed to positive users' experience. Two hundred and five English major students at a Vietnamese higher education institution were surveyed by a 23-item questionnaire classified into four variables: perceived usefulness, perceived ease of use, confirmation, and satisfaction. The findings recorded a high level of satisfaction among participants. Moreover, although both perceived ease of use and confirmation showed a considerable impact on learners' satisfaction, confirmation was reported to be the determining antecedent of satisfaction. Perceived usefulness was directly influenced by perceived ease of use and had a stronger influence on confirmation compared to perceived ease of use. However, perceived usefulness did not have a directly significant correlation with learners' satisfaction. These results can add evidence of learners' satisfaction with using ELSA Speak, explain some elements affecting satisfaction, and suggest employing ELSA Speak in pronunciation courses with careful consideration of the content and teacher support as a facilitator. [ABSTRACT FROM AUTHOR]

Speaking of speech recognition within the English language, it is the process of recognizing oral speech and transcribing it into writing using exclusive algorithms. For the perishable skill of English language learning, use of innovative speech recognition technology using Advanced Speech Recognition Technologies MLP-LSTM is proposed in this paper to advance the existing online learning platforms. Previous research addresses the importance of NLP in English language learning but notes the challenges in effectively extracting and segmenting features from multimodal data. In order to overcome these problems, this paper incorporate the proposed MLP for feature extraction and LSTM for sequence learning. The utilization of MLP-LSTM provides not only a brilliant improvement of the capacity to transform spoken language and perceive it but also minimizes the Word Error Rate (WER) to 0.075. With this low WER, along with the total accuracy rate of 98.25 %, this paper focus on underlining how this system is more effective than traditional language learning tools. This paper has been implemented through Python Software. The given MLP-LSTM based speech recognition model lays the foundation for a highly complex yet accurate paced English language learning platform that will cater to the needs of the learners in the global scenario. [ABSTRACT FROM AUTHOR]

This paper introduces the first freely available Malaysian English vocabulary size assessment for 4- to 6-year-old Malaysian children: the newly developed Malaysian English Cross-linguistic Lexical Task (MECLT). Using MECLT scores to measure vocabulary development, the study further explores the efficiency of two approaches: the sum of the number of home languages versus a language exposure composite score, in classifying children’s language profiles (monolingual, bilingual, or multilingual). Sixty children who predominantly speak English at home were assessed on their comprehension and production of nouns and verbs. Significant age effects in MECLT scores were observed between 4- and 5-year-olds, as well as between 4- and 6-year-olds, suggesting that the MECLT is a valuable tool for capturing vocabulary growth among Malaysian preschoolers. Furthermore, in analysing predictors of MECLT scores, the study found that the home language model, which includes age and the number of home languages, was the most accurate predictor of vocabulary size. In contrast, the language exposure composite score model, while detailed, did not significantly enhance predictive accuracy and proved to be more complex and time-consuming. [ABSTRACT FROM AUTHOR]

The moral foreign-language effect (MFLE) suggests biases present when making moral decisions in the native language are not present in the foreign language. However, the literature using explicit dilemmas shows inconsistent findings. The present study investigates whether MFLE has its origin in the reduced emotion hypothesis. Instead of the typically employed explicit paradigms, we utilize an implicit paradigm, avoiding conscious processing. Chinese–English bilinguals completed an implicit association test (Experiment 1) and an evaluative priming task (Experiment 2) in their native (L1: Chinese) and second language (L2: English). Both experiments found consistent evidence that the self–other moral bias was only observed in the native language. Therefore, we propose that the MFLE has its origin during the automatic associative stage. It results from the reduced emotional reaction in a foreign compared to the native language. [ABSTRACT FROM AUTHOR]

ABSTRACT Acquisition of English word stress by second language (L2) learners is challenging because of the unpredictability of stress patterns and affixes, and teaching English word stress is complex. Therefore, this paper aims to investigate the effectiveness of rule‐based and acoustic‐perceptual instruction approaches on Chinese English as a second language (ESL) learners’ production and perception of English primary word stress placement. Ninety participants were involved in a pre‐test, post‐test, and delayed post‐test, including a reading‐aloud task, a primary word stress identification task, and a vowel reduction identification task. After the pre‐test, 30 of the participants received eight sessions of rule‐based instruction; another 30 received eight sessions of acoustic‐perceptual instruction; and the rest formed the control group and attended regular English classes. Results show that the overall accuracy rates of English word stress production and perception were significantly improved for both experiment groups. Both the rule‐based and acoustic‐perceptual instruction approaches were effective in teaching primary stress placement to Chinese ESL learners, with the former providing a slight advantage in improving word stress placement in production in the short term, and the latter offering greater long‐term benefits and being more effective in enhancing word stress perception. [ABSTRACT FROM AUTHOR]

The present study investigates the impact of bidialectalism on L2 production, focusing on the role of dialect modes. Shanghai–Mandarin Chinese bidialectal speakers were recruited to produce second language (L2) English vowels under the influence of either Shanghai or Mandarin Chinese mode. Results showed that in the Shanghai mode, participants’ English vowel production closely resembled that of native English speakers. Notably, Shanghai Chinese significantly influenced English vowel production in the Shanghai mode, and Mandarin Chinese had a strong impact on English vowel production in the Mandarin mode. This highlights that each first language (L1) dialect—that is, the activated dialect mode—significantly influences L2 English vowel production. The present study reveals that bidialectal speakers have differential L2 production performance depending on the L1 dialect mode that they activate. These results are interpreted within the framework of the second language linguistic perception (L2LP) model, contributing to the theoretical understanding of how L1 dialect modes influence L2 acquisition. [ABSTRACT FROM AUTHOR]

(1) Background: Language represents a crucial ability of humans, enabling communication and collaboration. ChatGPT is an AI chatbot utilizing the GPT (Generative Pretrained Transformer) language model architecture, enabling the generation of human-like text. The aim of the research was to assess the effectiveness of ChatGPT-3.5 and the latest version, ChatGPT-4, in responding to questions posed within the scope of a periodontology specialization exam. (2) Methods: Two certification examinations in periodontology, available in both English and Polish, comprising 120 multiple-choice questions, each in a single-best-answer format. The questions were additionally assigned to five types in accordance with the subject covered. These exams were utilized to evaluate the performance of ChatGPT-3.5 and ChatGPT-4. Logistic regression models were used to estimate the chances of correct answers regarding the type of question, exam session, AI model, and difficulty index. (3) Results: The percentages of correct answers obtained by ChatGPT-3.5 and ChatGPT-4 in the Spring 2023 session in Polish and English were 40.3% vs. 55.5% and 45.4% vs. 68.9%, respectively. The periodontology specialty examination test accuracy of ChatGPT-4 was significantly better than that of ChatGPT-3.5 for both sessions (p < 0.05). For the ChatGPT-4 spring session, it was significantly more effective in the English language (p = 0.0325) due to the lack of statistically significant differences for ChatGPT-3.5. In the case of ChatGPT-3.5 and ChatGPT-4, incorrect responses showed notably lower difficulty index values during the Spring 2023 session in English and Polish (p < 0.05). (4) Conclusions: ChatGPT-4 exceeded the 60% threshold and passed the examination in the Spring 2023 session in the English version. In general, ChatGPT-4 performed better than ChatGPT-3.5, achieving significantly better results in the Spring 2023 test in the Polish and English versions. [ABSTRACT FROM AUTHOR]

We investigated the role of bilingual parents' language proficiency in their reports of their children's vocabulary size. Sixty-four Spanish-English bilingual mothers whose L1 was Spanish reported their bilingual children's English and Spanish vocabularies and 37 monolingual L1 English-speaking mothers reported their monolingual children's English vocabularies—both using the MacArthur-Bates Communicative Development inventories. Expressive vocabularies were also assessed with a standardized, examiner-administered test. Spanish L1 mothers with limited English proficiency provided lower estimates of their children's English vocabulary than those with higher English proficiency—relative to the examiner-administered test score. Despite this effect of language proficiency on parent reports, the size of the observed difference in English vocabulary between monolingual children and bilingual children was not significantly different when estimated with a parent-report instrument than when estimated with an examiner-administered test. [ABSTRACT FROM AUTHOR]

The article presents an exploratory cross-modal analysis of fluency profiles in spoken and written first (L1, Finnish) and second (L2, English) language production of the same language users. Our data come from two research projects, from which we identified 11 university students participating in both. The spoken tasks consisted of monologue picture description (analysed with Praat), and the written tasks were short argumentative essays (collected and analysed with keystroke logging software GGXLog). Based on commonly used measures to capture different aspects of spoken and written fluency, we used a set of 14 measures (seven for speech fluency, seven for writing fluency) to examine fluency across modes comprehensively. Four profiles were identified from the data: (1) fast and productive, (2) fast, (3) slow and productive, and (4) slow and reflective. Six speakers had the same profile in the L1 and L2, and seven writers had the same profile in the L1 and L2. Only one participant had the same profile in the L1 and L2 speaking and writing. The results suggest that the cross-modal differences are greater than the differences between languages. The modalities are inherently different, which is also reflected in individual variation between the modalities. [ABSTRACT FROM AUTHOR]

AbstractThis study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions—acceptability, practicality, integration, implementation fidelity, and effectiveness—using teacher interviews, ratings, lesson observations, and student and teacher learning outcome assessments. Findings suggest that the intervention was generally well-received by teachers, with structured lesson plans and resources facilitating implementation. Teachers demonstrated increased knowledge in reading instruction and the intervention following professional development, and students showed gains in vocabulary, text structure awareness, and topic-specific knowledge. However, time constraints during standardized testing periods limited consistent implementation. These findings inform the refinement of the K.L.I. intervention for broader application, emphasizing the need to address contextual challenges and conduct future evaluations to support its larger-scale implementation and improve ML-ELs’ literacy outcomes. [ABSTRACT FROM AUTHOR]

Can comprehenders use unexpected incoming information to revise their existing predictions on the fly? A recent study in Mandarin Chinese found that, upon hearing a prediction-inconsistent nominal classifier, listeners were able to rapidly revise their predictions and redirect their eye gaze towards a previously unexpected object. In the present study, we extended this finding to English using measure phrases (e.g. "a pile of"). Unlike Mandarin classifiers, measure phrases are not obligatory for nouns in English, which allows us to test whether comprehenders can quickly revise their predictions even when the relevant cue is not routinely present in the language. We found that, upon encountering a measure phrase that contradicts their initial prediction, listeners quickly redirected their eye gaze from the originally expected object to an unexpected object that was compatible with the new information. We propose that comprehenders can rapidly revise predictions in response to unexpected bottom-up input across languages. [ABSTRACT FROM AUTHOR]