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This paper is focused on the development of a didactic proposal for English students in the Basque Country. Specifically for students in the 1st year of "Bachillerato" with Spanish and Basque as their L1 and English as their L2 which aims to improve their communication skills, especially oral abilities and pronunciation, through the use of didactic dubbing. This proposal is framed within a project-based learning (PBL), in which the final project is the creation of a vertical video dubbed in English. For this purpose, six sessions have been designed with different group activities that will culminate with the presentation of the video. This didactic unit revolves around social networks and seeks to meet the requirements of current regulations in terms of objectives, contents, competences and evaluation criteria. In addition, transversal elements such as the appropriate use of social networks, fears or interpersonal relationships are worked on. The use of videos in vertical format meets the increasing demand for creating content in this format that adapts to the new mobile devices.

A qualitative documentary research of software and multimedia artificial intelligences was chosen to enable the ontological understanding of the object of study that aims to explore the potential for learning through Artificial Intelligence (AI). Besides, it is shown how AI, as a novel component within the digital education landscape, contributes to educational technological capital. In light of our research area, the focus is on determining how AI can be harnessed to enhance the development of communicative competence. This entails identifying and categorizing AI tools relevant to language didactics. The sample size for this study is 120 AI applications, sourcing and compiling data on AI tools from specialized websites. This sample serves as a paradigm justifying a mixed-method study capable of combining quantitative and qualitative data. The variables supporting this study consider four characteristics related to the specific typify of the digital tool in the pedagogical context. The first aspect pertains to the classification of generative AI tools with potential educational use. AI tools enriches and enhances the dimensions of learning underscoring the urgent need for literacy in this technology. The second variable was linked to the Pedagogical Competences of Teachers and the areas. The category in language education pertains to educators' ability to create, adapt, and employ digital resources that enhance language teaching and learning. The third and fourth identify the skills related to language learning. In the context of learning environments with AI tools, it is essential to contemplate the role of linguistic competence as subordinate to communicative competence.

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research (k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.

This article provides a review of research in applied linguistics published in Australia in the period 2015-2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the "Australian Journal of Language and Literacy," "Australian Review of Applied Linguistics" ("ARAL"), "BABEL," "English in Australia," "Papers in Language Testing and Assessment" and "TESOL in Context." Five key areas of research are discussed: First Nations peoples and their multilingualism, language and migration, language testing and assessment, language curricula and pedagogy, and teacher development, and their identity and pedagogical beliefs.

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10-12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group (n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

With the overwhelming "Anglocentric" or "alphabetocentric" science of reading, the current review aimed to add to the science of reading acquisition from the perspective of abugidic writing system, distinct from the well-research alphabetic writing system in multiple dimensions of orthographic complexity, as proposed by Daniels and Share (2018), such as linguistic distance, spatial arrangement and non-linearity, and omission of phonological elements. Abugidic writing system is featured with scripts where each base consonant symbol denotes a consonant with an inherent vowel (/a/) and has billions of users in south Asia (e.g., India, Nepal, Sri Lanka), southeast Asia (e.g., Thailand, Laos, Cambodia), east Asia (parts of China) and Africa (Ethiopia and Eritrea). The current review describes the orthographic feature of Indic (Brahmi-derived) and Ethiopic (Ge'ez) scripts within the abugidic writing system and synthesizes existing findings on the literacy acquisition patterns specific to each script. Further, we elaborate on the multilingual and biscriptal language and literacy environment featured with the abugida-writing societies and discuss the theoretical implication for considering multilingualism and biscriptality as an inseparable sociolinguistic factor when understanding the literacy acquisition of the abugidic writing system in particular and literacy in general.

Subject relative clauses (RCs) have been shown to be acquired earlier, comprehended more accurately, and produced more easily than object RCs by children. While this subject preference is often claimed to be a universal tendency, it has largely been investigated piecemeal and with low-powered experiments. To address these issues, this meta-analysis follows an established and rigorous scientific method to test the generalizability of the subject preference in RC acquisition by evaluating the collective evidence. While the results show a significant crosslinguistic subject preference, there is a large amount of heterogeneity in the data. The manifestation of this subject preference may not be uniform across languages, depending on typological properties such as language headedness, RC headedness, and main clause similarity. The true impact of these features, however, requires research on more typologically diverse languages.

A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to (a) phonetics and the lexicon and (b) childhood learners. Fifty Spanish-Basque-English trilingual adults who had acquired Spanish from birth and Basque between 2 to 4 years of age through immersion participated in a speeded trilingual switching task measuring production of voice onset time and lexical intrusions. Participants experienced more phonetic and lexical crosslinguistic influence from L3 English during L2-Basque production than during L1-Spanish production. These findings show that even highly proficient early bilinguals experience differential influence from a classroom-taught L3 to L1 and to L2.

RAN (Rapid Automatized Naming) is known to be a robust predictor of reading development in different languages. Much less is known about RAN predictive power in bilingual contexts. This is the first meta-analysis of research with bilingual children, assessing the strength of the RAN-reading relationship both within and across languages. It also explored the moderators that may affect this relationship. The search identified 38 published studies of bilingual children with 47 samples, 313 effect sizes and 5312 participants. Analyses of random-effects models with robust variance estimation revealed weak-to-moderate overall effect sizes of RAN and reading concurrently (r = -0.39) and longitudinally (r = -0.38). Moderator analyses of concurrent correlations revealed that RAN correlated more strongly with reading fluency (r = -0.56) than accuracy (r = -0.38). Alphanumeric RAN tasks (digits r = -0.39, letters r = -0.42) showed stronger associations with reading than non-alphanumeric RAN tasks (objects r = -0.38, colors r = -0.25). RAN-reading correlation was statistically significant both within and across languages. It was somewhat weaker when the two skills were measured in different languages (rL1RAN-L2 reading = -0.34, rL2RAN-L1 reading = -0.36) compared to when they were measured in the same language (rL1 = -0.40, rL2 = -0.44), though those differences failed to reach statistical significance. In addition, the type of bilingualism was found to be a potential moderator of the RAN-reading relationship longitudinally, with its magnitude being the strongest in simultaneous bilinguals. Our results suggest that, as a predictor, RAN taps into general, language-independent processes underlying reading.

This research aims to analyze the past literature on blended learning in higher education and investigate the research trends on this subject. Thus, it aims to present a roadmap for future studies. In this context, bibliometric and descriptive analysis methods were used in the study carried out with the descriptive survey model. 1970 studies were accessed using the Web of Science (WoS) database to reach the data within the scope of the research. As a result of the filtering process on the database, the distribution of the relevant publications by year, document type, publication language, country and WoS indexes, the most influential institutions and research, cooperation between institutions and countries, the most cited authors, and the most studied topics were reviewed. According to the research results, the studies on blended learning in higher education were primarily published in the form of articles in English between the years 2002-2021. It is also deduced that Spain stands out, especially in producing publications, and these studies are generally published in the Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) index type. The most active journal with high citation density is Computers & Education, and the country that collaborates most is England. Regarding the keywords used in the articles, while the concepts of online learning, higher education, and student participation are prominent in the studies conducted in the first years, the concepts such as flipped classrooms, Edmodo, sustainability, gamification, mobile learning, and emotions came to the fore in the following years. In this context, discussions were conducted within the framework of the literature, and suggestions were made related to the findings obtained.

One of the bilingual communities surviving today in Mongolia, which is the cultural heritage site of the ancient communities that left their mark on the history of Central Asia, are the Tuvan and the Dukha, which is considered a branch of them. In this study, it is aimed to reflect the language teaching practices carried out for the young generation of Tuvan and Dukha origin living in the Northwest Mongolia region and to reveal the views of the Dukha, the reindeer herder living in the triangular tent, on the Dukha language, which is the heritage language shown in the endangered languages category, and the supportive education practices carried out. The study was designed as two-stage qualitative research methods, such as field research and case study. First of all, the living areas of Tuvans and Dukhas in the Western and Northern regions of Mongolia were visited, and data were collected from available sources. In the second stage, interviews were conducted with the Dukha children studying in the town school through a semi-structured interview form. Obtained interview data were analyzed by content analysis. In the study, it was observed that Dukha children acquired L1 language in the family environment and also learned L2 language, but mostly they communicated in the dominant L2 language and therefore language change and endangered language situation progressed day by day. The country's local languages support policy and the positive impact of the heritage language supportive trainings made from time to time by various international institutions for families and children were mentioned.

Traditional Mongolian Language evolved through the history taking in its purview the Buddha's teaching of the Dharma through the route of the Tibetan language. This research study examined the chronology of the evolution of the Mongolian language and literature, the influence of Tibetan on its grammar and on the written Mongolian. The focus of the study was however on the creation of a written Mongolian language based on the translations of the ten sutras of knowledge of the Tripitaka and the words of foreign origin borrowed from Sanskrit and Tibetan into Mongolian. The findings revealed that the Mongolian grammar, often compared with the content of Sumju, was influenced by the primary grammar of Tibetan and Ogtorgui Maani, the main grammar of written Mongolian. The study also revealed that "Sumdag" which comprised two sutras, Sumju and Dagjug, assisted in the translations of the Buddhist scriptures into Tibetan and Mongolian languages. The "Sumdag" also enriched the Mongolian vocabulary by classification of vowels and consonants; and revived the grammar of ancient texts by developing new grammatical terminology and definitions. This study would provide useful insights to linguists, teachers and students about the influence of "Sumdag" on Traditional Mongolian Language and Dharma Literature.

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

The Zhuang language test ("Vahcuengh Sawcuengh Suijbingz Gaujsi", VSSG) is the first minority language test in the People's Republic of China. It was designed with multiple goals including improving Zhuang language teaching, recruiting students for relevant majors of tertiary study, identifying proficiency for work-related applications, and piloting the standardisation of national minority languages. Informed by a use-oriented testing perspective that takes into account social consequences and value implications, we examine attitudes of stakeholders (i.e. testers in an official capacity and testees) toward the test and consider how well the VSSG meets its goals. Drawing on documents and interviews, our study suggests that the test falls short of its primary goals due to a mismatch between stakeholder attitudes, the social functions of the tested language, and the value attached to the minority language. As a result, the test is an ineffective agent for promoting the status of the Zhuang language in the ways intended by its designers and policymakers.

Children with Developmental Language Disorder (DLD) show a wide range of impairments, including poor pre-reading skills and decoding difficulties due to phonological deficits and such difficulties have significant repercussions on the acquisition of written language. However, evidence about reading processes and development is mainly available for English-speaking children with DLD, limiting our understanding of this process in a cross-linguistic manner. The orthographic characteristics of languages significantly influence the learning process of written code. Unlike English, Brazilian Portuguese has a transparent decoding system and its orthography presents a set of consistent, univocal grapheme-phoneme relations. The present study investigated whether the challenges reported in decoding for children with DLD in opaque languages hold for children with DLD who are speakers of Brazilian Portuguese and whether the length and type of stimuli influence the decoding skills of children with DLD differently than when compared to children with typical language development (TLD). Sixteen children with DLD between seven and ten years of age who are monolingual speakers of Brazilian Portuguese and 64 controls with TLD matched by gender, age, and socioeconomic status, with the children with DLD in a 4:1 ratio; participated in the study. All children performed a computerized task where they were asked to decode a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules. The present study provides substantial evidence that children with DLD who are speakers of Brazilian Portuguese have deficits in the acquisition of decoding and that the decoding profile of children with DLD is subject to multiple influences, not only with relation to the length and type of stimuli but also characteristics of the languages these children are being literate in, highlighting the multifactorial nature involved in the development of decoding.

The objective of the study is to explore the possibilities of pedagogical translanguaging as a strategy to develop critical language awareness among a group of primary school students from the Basque Autonomous Community (Spain). The study is part of a broader ethnographically based research project, which was developed over two school years in Basque, Spanish and English language subjects. Participants were 51 primary school students studying through the medium of the minority language Basque in an area where the dominant language in society is Spanish, in addition, these students were learning English as a foreign language. The findings show how students' critical language awareness is developed when sociolinguistically informed didactic strategies are integrated together with translanguaging pedagogies in the classroom. As a result of translanguaging pedagogies and the sociolinguistic reflection carried out during the intervention, the students built up their awareness of minority languages and affective attitudes towards their own. In turn, the simultaneous use of several languages in the classroom brought to the surface the unbalanced power relation among Basque, Spanish and English. This study's findings reinforce the need for creating and maintaining spaces for minority languages to breathe within the framework of translanguaging pedagogies.

In the present study, we have explored language learning motivation, attitudes and exposition strategies in participants' L2 and FL in an attempt to adopt a multilingual view that better suits the complex sociolinguistic context of the Basque Country. The study includes 200 young multilinguals from the Basque Country. Most of them have Basque as their L2 and have studied English as a foreign language since they were young. For data collection, a questionnaire was designed combining closed Likert-type questions and open questions. The results show that young people who have had certain exposition to the minority language at school and outside school have developed a positive attitude toward multilingualism and motivation to learn Basque and English and that the linguistic identity of these young multilinguals is built according to the characteristics of a globalised world. This highlights new challenges in the goal of preserving and revitalising the minority language as the strategy of isolating the language is no longer valid, and it points at a need to delve into new strategies.

In sociolinguistic contexts where standardized languages coexist with regional dialects, the study of differential item functioning is a valuable tool for examining certain linguistic uses or varieties as threats to score validity. From an ecological perspective, this paper describes three stages in the study of differential item functioning (DIF): detection, comprehension and evaluation of its consequences. The research focuses on a reading comprehension test in Basque with 1,943 respondents representing two regional dialects. After assessing the dimensionality of the data fitting unidimensional and bifactor models, we start with a multi-method approach (Item Response Theory, Mantel-Haenszel, Standardization) to detect DIF. In a second step, we study the causes of DIF based on a qualitative methodology approach built on the focus group technique. Finally, the impact of DIF on the test level is evaluated through indicators of differential test functioning (DTF) derived from the IRT, and comparisons between situations that consider the presence/absence of DIF. The paper stresses the importance of the comprehensive study of DIF in language accreditation tests as a tool for improving score validity.

People have been raising the alarm about a language education crisis in the UK, particularly in England, for twenty years. Yet the crisis continues: the number of young people studying languages at school is low, especially in socioeconomically less-privileged areas. University programmes -- particularly in universities with below average entry tariffs -- are closing, but we do not understand the regional impact of this decline. This paper fills that gap by identifying 'cold spots': areas of the country where no universities offer language degrees. The programming language R was used to analyse the location of universities at various entry tariffs, and areas of the country further than a commutable distance of 60 km were identified. Large cold spots were found in the North, East and South West of England for universities offering languages at below average entry tariff, with the cold spot in the South West also present at higher entry tariffs. This is a social justice issue, since most students attend university close to home, with students from less-privileged socioeconomic backgrounds and some ethnic minority backgrounds more likely to commute. This leads to a key strategic recommendation: to open language degree programmes at one lower tariff university in each cold spot.

Research shows that experiences with nature have positive direct and indirect effects on multiple domains of child development, including language skills. However, few studies have examined the relationship between young children's language and outdoor nature settings. In this quantitative study, we compared children's language use in an indoor classroom and an outdoor nature setting. Language samples from 16 preschool children (including seven Dual Language Learners) collected in indoor and outdoor settings of a nature-based preschool were analyzed using the CLAN (Computerized Language ANalysis) program. Data analysis showed that for both the entire sample and the sample of Dual Language Learners, children's language had higher syntactic complexity measured by Mean Length of Three or Five Longest Utterances in the outdoor nature setting. The implications of the study results are discussed.

Translanguaging has become a very relevant and controversial issue, especially in those contexts where the language teaching tradition encourages the exclusion of the L1 from the L2/FL classroom. Whereas previous research in the Basque Country has mainly focused on the implementation of translanguaging pedagogies, in this study we carried out a contrastive analysis of translanguaging practices in English Medium Instruction (EMI) and Basque Medium Instruction (BMI) at the University of the Basque Country. We observed and videotaped 29 lessons (39 hours) of two teachers who taught their subjects both in an EMI group and a BMI group. We also gathered students' and teachers' beliefs and attitudes towards translanguaging. 455 students completed a questionnaire and interviews were conducted with both teachers. The tool used for the observation and analysis of the recorded lessons was based on the COLT [Spada, N., & Fröhlich, M. (1995). "COLT--communicative orientation of language teaching observation scheme: Coding conventions and applications." National Centre for English Language Teaching and Research] observation scheme. The results showed some significant differences when we compared translanguaging in EMI and BMI. However, the teacher variable turned out to be more influential than the language of instruction. Moreover, both teachers and students showed more negative than positive attitudes regarding translanguaging practices.

This article presents the findings from a study on lower secondary math teaching (year 7 and 9) in a Danish school. The study is part of a larger action research project aiming at developing new ways of teaching and learning in culturally and linguistically diverse classrooms. The math teachers hypothesised that their students would be able to benefit more from math instruction if they were able to draw on their full linguistic repertoire in class. As a response to this, a series of teaching activities addressing mathematical discourse in Danish, Arabic, and the other languages present in the classrooms were developed and delivered to the two classes. A group of Arabic-speaking students worked with math assignments and mathematical discourse using learning materials in both Danish and Arabic, but other languages present in the linguistically heterogenetic classes were also involved in the teaching and learning activities, integrating translanguaging practices in math teaching activities. Findings indicate that translanguaging practices in the math classroom have the potentials to elicit linguistic awareness about the nature of mathematical discourse in students, but also raise awareness about the role of languages in the classroom as such.

In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose, training preservice teachers on multilingualism, translanguaging and on how to transform their educational practises is fundamental. In the present study, we train 117 preservice teachers on translanguaging and materials' design and analyse the created materials quantitatively and qualitatively. The outcomes reveal some common traces among the materials presented and these are analysed as related to infant and primary teachers' professional development and to a broader educational context.

Letter knowledge and word identification are key skills for reading and spelling. Letter knowledge facilitates the application of sublexical letter-sound mappings to decode words. With reading experience, word identification becomes a key lexical skill to support decoding. In transparent orthographies, however, letter knowledge might be an enduring predictor of decoding and spelling, even in children with some reading experience. This study investigated the association of children's sublexical (letter knowledge) and lexical skills (word identification and vocabulary) with word decoding and spelling accuracy in Spanish, which is a transparent orthography. The sample consisted of 117 Spanish-speaking children, aged 8 to 10. Results revealed that (1) letter knowledge and word identification were independently associated with children's word spelling; (2) word identification was uniquely associated with word decoding; and (3) children's vocabulary level was associated with word identification. The implications of these findings were examined within the framework of reading models and the characteristics of a transparent orthography.

This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 20 field interviews provides a range of insights into teachers' goals, principles, inspirations and experiences when working with a variety of language-based innovations across Finland. The ecological perspective employed in the study highlights the complex relationships between the different ecosystems of education. With the particular focus on the educator-exosystem relationship, the findings indicate how Finnish teachers respond to the expectation to continuously develop and innovate as key change agents in education. The findings also outline ways in which teachers' development and innovation is fostered and disrupted within the educator-exosystem relationship. This study highlights the importance of pre-service teacher education in preparing teachers to innovate and to develop within a decentralised educational system. Moreover, this study highlights the need to ensure that the professional repertoire of teachers goes beyond pedagogical considerations to include interpersonal, organisational, critical and reflexive skills that mediate and sustain the development of teachers within the wider ecology of education.

The present research focuses on studying teachers' beliefs about the complexity of learning the curricular languages in the Basque Country, with special focus on Basque, the minority language. The study adopts a mixed-methods research design. For the quantitative data, 1093 participants completed a specifically designed online questionnaire, which was administered to three groups: pre-service (N = 564), in-service (N = 418), and university teachers (N = 111). In the qualitative part of the study, the beliefs of 20 in-service teachers were collected through four focus groups. The results indicate that in-service and university teachers hold favourable beliefs toward learning curricular languages, and consider Basque a difficult language to learn, even more so than English and French. However, the statistical results suggest a significant change in that belief for the pre-service teachers, who perceive Basque easier to learn than English and French. This perception could result in the gradual elimination of the 'difficult language' label given to Basque. Moreover, in-service teachers show concerns about the imbalance between the knowledge of the minority language and the use. In particular, they seek innovative solutions for establishing Basque at the core of multilingual education, so that this minoritized language can take safe steps forward towards normalisation.

Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students' attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers' interviews and students' focus groups were conducted and analysed inductively. Results show that participants reported changes in students' attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.

There is a common classroom refrain, "Don't use "Wikipedia"; it's unreliable." Unfortunately, this simple dismissal of the world's largest repository of information fails to engage students in a critical conversation about how knowledge within "Wikipedia" is constructed and shared. "Wikipedia" is available in almost 300 languages, it is the top result in most Google searches, and it provides free, well-sourced, information to millions of people every day. However, despite these positives, there is uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; and the majority of "Wikipedia" editors are white, Western, men. Engaging students in complex conversations about this information source is one way to improve students' information literacy skills. In 2019 we decided to meet students where they are by developing a two-credit course, "Wikipedia and Information Equity," at Oregon State University that centers and critically examines "Wikipedia" as an information source and as a community of editors co-creating public knowledge. This article shares our experience teaching this two-credit course three times, with the ultimate goal of providing a template and starting point from which other instructors can develop similar courses and curricula about information equity through the lens of "Wikipedia."

This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates' motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs' scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental view of doctoral education, aiming for training participants to professions outside academia.

The reawakening of the Indigenous Gamilaraay language in northern inland New South Wales, Australia involves righting two centuries of prohibition and mistreatment after invasion by English-speaking settlers. Gamilaraay is no longer used as an everyday language in the community, although it has strong emblematic value for the Gamilaraay community. The hegemonic power of English means that it is seen as "normal", while Gamilaraay use is often confined to ceremonial uses. A burgeoning awareness of the importance of Gamilaraay and other Indigenous languages of New South Wales has been reflected in recent legislative changes, which have in turn resulted in funding support for language materials. This article describes a community development approach in writing bilingual picturebooks in Gamilaraay and English as we progress towards our ultimate aim of normalising the use of Gamilaraay once more. [Note: The page range (5-19) shown on the first two pages of the PDF are incorrect. The correct page range for this article is p5-20.]

Language education and schooling are important topics in post-conflict contexts. This study explores the existing situation of mother tongue education in the de facto Abkhazia. The study had the following research questions: (1) What was the ethnic composition of Abkhazia during the Soviet Union, and how Russian occupation changed it? (2) How well is the ethnic composition of the occupied territory of Abkhazia reflected in language schooling? (3) What type of language education policy is used in Abkhazia? The research revealed that the opportunity for mother-tongue education is restricted for minority as well as majority ethnic groups in Abkhazia. Based on this finding, a new language education policy approach emerged. The language education policy in de facto Abkhazia is classified as an "Invasional Approach, " implying Russian language domination. All other languages, including the language of the majority ethnic group, are ignored. Based on this finding, the new language education policy framework is identified, including Reconciliational, Oppressional, and Invasional approaches.

Language documentation is increasingly seen as a collaborative process, engaging community members as active participants. Collaborative research produces better documentation that is valuable for both the academic community and the speakers. However, in many communities, speakers and language advocates lack the skills necessary to fully engage in collaborative projects. One way to overcome this barrier is to provide language documentation training to community members. Such training should teach participants how to ethically and comprehensively complete every stage of the documentation process while offering opportunity for theoretical discussion and practical application. In this paper, we offer one possible model for community-based training in language documentation and conservation that focuses on bidirectional learning and capacity building. We describe a training workshop that was held in 2018 in Kupang, the capital of Indonesia's Nusa Tenggara Timur (NTT) province. A collaboration between the University of Hawai'i, Leiden University, and Artha Wacana Christian University, this workshop implemented a model based on the practices of the Language Documentation Training Center (LDTC), an organization devoted to training speakers to document their own languages. We detail the NTT workshop itself, summarize post-workshop feedback, and offer suggestions to others looking to provide similar training in speaker communities.

The paper measures the impact of the developed approach to teaching the translation theory, using the psycholinguistic features of the English language. The factor analysis validation framework was used to control the data of this study. 190 s-year students from Xxx University majoring in translation studies were surveyed. The results of the post-assessment of groups B show an increase in scores according to three special criteria: the value of the language mental representation understanding level increased by 25.3%, language mechanisms processing by 30.8%, the indicator of linguistic resources by 44.6%. Additionally, students from mini-groups B received an average of general assessment criteria 7.2% higher than the control group. Correlation analysis suggests that as the mastery level of special skills in the English language theory increases, the effectiveness of the pedagogical process will also increase, considering psycholinguistic features of the English language. The research findings may be relied upon when building the expertise in new practices intended to develop effective teaching strategies enhancing the competencies of future translators. Application of the research findings can improve the effectiveness of teaching translation theory to students in the People's Republic of China.

One of the most important activities in which we engage, is communication. It plays a vital role in our lifestyles, careers and demeanors. This paper, which can be considered a continuation of early observations and then a study, touches upon the types of nonverbal means of communication in the modern Mongolian language, based on examples that have used the word "tolgoi ('head' in English)" and cited modern Mongolian literature. In modern Mongolia, nonverbal means of communication have their own special types, forms and grammar, which all use real words and expressions related to Mongolian culture, customs and lifestyle. For this research paper, 23 nonverbal means of communication using the word "tolgoi" were recorded, and most of them expressed ignorance, sadness or regret, which indicated a negative attitude.

Strong neighbor relations between Georgia and Turkey have allowed for many interactions to be intensely experienced and maintained in language and culture just as in many areas. The effective communication that both countries established with each other during the historical process has reflected on their vocabulary and enabled thousands of common words to take place in both languages. This interaction continuing between the two communities has become even stronger today and the demand to learn Turkish and Georgian has extremely increased. To this end, in this study it is aimed to determine the words used commonly in Turkish and Georgian in order to enable either Turkish learners or Georgian learners to be better motivated in language acquisition and take the researches for the field a step further. By means of document analysis method many sources were reviewed and thereby a lot of words used commonly in both languages were found. Besides, the study also comprises the changes in the Georgian dialect, which is used in the Adjarian region, an autonomous republic of Georgia, but not used in official Georgian and some field researches to determine this have also partly been done. Accordingly, thousands of common words are found between Turkish and Georgian, but most of these are of Adjarian dialect of Georgian. In this context, just as the dimensions of the reflection of differences such as language, culture, geography, etc. among the regions specific to Georgia on language are understood, the power of the relationship between Turkish and Georgia is also presented with this study.

Kriol, an English-lexifier contact language, has approximately 20,000 speakers across northern Australia. It is the primary language of the remote Aboriginal community of Ngukurr. Kriol is a contact language, incorporating features of English and traditional Indigenous languages. The language has been perceived both positively and negatively, although recent literature suggests a shift towards more favorable views. This paper investigates how community members in Ngukurr responded to the question of non-Indigenous residents (known locally as "Munanga") learning Kriol. Interviews with local Indigenous residents showed positive attitudes to Kriol, with respondents providing a number of perceived benefits for outsiders learning the language. Our interviews provide empirical evidence for pride in the language, affirming a shift to more positive attitudes.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Many languages make a T/V distinction when addressing an interlocutor, and Basque also has two main levels of formality: "zuka" (formal) and "hika" (informal). The peculiarity of the Basque informal form of address "hika" is that its verbal morphology varies depending on the addressee's gender. The use of "hika" has dramatically decreased in most parts of the Basque Country, and even in those areas where it is still widely spoken, the female form (noka) is on the verge of extinction. In this study, we seek to provide data to confirm this decreasing trend to examine the reasons behind such pronounced gender differences in usage. We used a questionnaire consisting of both numeric and narrative parts to elicit data, and 1,247 participants responded. The results corroborate the decreasing tendency found in other studies, and the loss of female forms is attributed to several factors including lack of prestige, transmission gap, and sexism.

How can novel AI techniques be made and put to use in the library? Combining methods from data and library science, this article focuses on Natural Language Processing technologies, especially in national libraries. It explains how the National Library of Sweden's collections enabled the development of a new BERT language model for Swedish. It also outlines specific use cases for the model in the context of academic libraries, detailing strategies for how such a model could make digital collections available for new forms of research, from automated classification to enhanced searchability and improved OCR cohesion. Highlighting the potential for cross-fertilizing AI with libraries, the conclusion suggests that while AI may transform the workings of the library, libraries can also play a key role in the future development of AI.

This article examines the impact of social media on the linguistic and communicative practices in post-socialist countries, such as Bosnia and Herzegovina, Serbia, and Mongolia -- the contexts very much under-represented in the discussion of translingualism. Relocalisation of social media-based linguistic resources in the languages used in these peripheral countries represents linguistically innovative practice, which entails orthographic, morphosyntactic, and phonologic adaptation of Facebook, Instagram, and YouTube labels, as well as their semantic reformulation in Bosnian, Serbian, and Mongolian resources. Social media-oriented linguistic terminologies are being adapted to the Cyrillic alphabet in Serbian and Mongolian and adopt grammatical features of the Bosnian variety. The original forms in social media are manipulated by social media users to serve their own ethos and local sociolinguistic practices. As a result, new forms of languages and linguistic meanings are created.

Language naming systems are local ways of organising diversity, yet the language names used by linguists are sometimes incommensurable with the lived social reality of speakers. The process of assigning language names is not neutral, trivial or objective: it is a highly political process driven and shaped by understandings of group identity, similarity and difference. Closer attention to local perspectives on language naming offers important insights into ideologies around social and linguistic differentiation. This paper draws together accounts of diverse language naming practices from across Indigenous Australia and applies a close lens to the region of western Arnhem Land. Through an examination of three groups (speakers of Bininj Kunwok, Mawng, and Burarra), we describe the range of strategies speakers use to divide up their local language ecologies, practices for naming lects, and the role of variation in the processes of differentiation. Naming practices between these groups show interesting similarities but also striking differences. We further highlight the interplay between two key processes which characterise local language naming strategies in the region: the 'erasure' of difference, typically from the perspective of a politically more powerful group, and the intentional creation of linguistic differentiation, or ausbau.

English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque-Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the use of three languages in the class. The aim of this study is to analyse the languages used by the teacher and the students and the students' reactions towards the use of three languages. The instruments used were a background questionnaire, classroom observations, focus group discussions and students' journals. The results indicate that there are important differences between the language used by the teacher and the students and also that most students responded positively to the flexible language use.

Teaching English literacy in First Nations Australian communities is bound up with the policy aim of improving the social and economic outcomes of Aboriginal and Torres Strait Islander peoples and the desire to acknowledge, recognise and respect their unique cultural identities, languages and knowledges. But for English literacy teachers working in these communities, realising these aims is not so straightforward, and they find themselves situated at the nexus of conflicting ideas about education and justice for their students. In this essay, I reveal the ideological work of English and literacy teaching through self-dialogue captured in my research journal over the 2019 school year in a school with a large First Nations Australian student population in the Northern Territory. The essay unfolds chronologically as I narrate selected excerpts from my journal to provide an analytical account of the ideological tensions I experienced in my praxis as an English literacy teacher.