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This paper responds to the prevalent discourse on the ‘lack of English proficiency’ among EMI teachers in contexts where English is used as an additional language. It explores how AI-powered tools, particularly ChatGPT, enable EMI teachers in Taiwan to leverage their expertise and teach in English with more confidence. This study first describes the training of an EMI PD programme. Then it reports on the challenges and strategies, and the extended and innovative use by EMI teachers after the training. By reporting on the experiences of three EMI teachers, this study shows how collaborating with ChatGPT contributes to developing an empowered EMI teacher identity. This study fills a research gap, shedding light on the transformative potential of collaborating with ChatGPT to transform content teachers’ identities into an EMI teacher identity. [ABSTRACT FROM AUTHOR]

This article drew on the recent dynamic, distributed view of translanguaging and flows and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging. 本文應用學者近年提出的動態分散性超語流動觀 和新唯物意義構建觀 兩種理論對以英語作爲教學語言(EMI)的中學科學課堂中内容與語言融合教學 (CLIL)的活動進行了探索, 透過精細地分析課堂上母語為廣東話的科學教師與其母語為烏都語的學生之間多語多模態的課堂互動, 為師生如何投入動態超語, 超符號及超語域的交流提供了示例。 數據分析支持動態的、話語混雜的、超語的語言學習觀, 並為目前有關超語的一些疑問提供了解釋。 This article explored the content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom based on two recent theories of translanguaging and meaning making. The detailed analysis of classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students offered an example of how students and teacher engaged in multilingual and multimodal interactions during CLIL lessons. The findings of this research shed light on some of the current queries about translanguaging. [ABSTRACT FROM AUTHOR]

Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative ('PAA-STELE') aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field. [ABSTRACT FROM AUTHOR]

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse for the students. 'Semantic waves', which model classroom practices of both unpacking and repacking, is arguably a key to understanding cumulative knowledge-building. Applying the concepts of semantic profiles and semantic waves, this paper analyses the classroom discourse of two CLIL science lessons in Hong Kong. In one lesson, the semantic profile mainly consists of downward shifts. The teacher adopted various useful strategies to unpack science concepts, especially with multimodalities, everyday L2 and students' L1 resources. Yet, there was limited repacking. In contrast, some repacking was observed in another lesson, where the teacher provided explicit instruction on academic language and guided students through academic writing tasks. A semantic wave can thus be observed there. These findings on strategies for unpacking and repacking provide significant insights into knowledge building in CLIL contexts, and may hence illuminate CLIL pedagogical practices. [ABSTRACT FROM AUTHOR]

Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates that when plurilingual approaches to teaching and learning were tried out in these settings challenges arose due to the 'either-or' binary thinking often found in institutional policies and among some instructors. In this paper, the rich semiotic practices and repertoires of migrant and international students are discussed to call for a shift from a deficit model to an asset model of teaching. Some possible ways to break through these 'either-or' binaries are offered through using a heteroglossic, plurilingual lens. [ABSTRACT FROM AUTHOR]

The present study examines translingual practices among students enrolled in international English‐medium instruction (EMI) Master's degree programmes in a top‐rated comprehensive university in Shanghai, China. Ethnographic observations across urban/institutional spaces and social media as well as in‐depth student interviews converge to reveal that while English has been used as a lingua franca for disciplinary teaching, learning, and navigation of everyday life, students have been engaged in translingual practices (1) to understand and create meaning out of intercultural experiences in the cosmopolitan city of Shanghai, and (2) to negotiate epistemic frameworks as contextualized in both the institutional student management setting and the global politics of discipline‐specific knowledge production. This article is hence aimed at expanding the scope of translingual research to include critical inquiry into the role of English as a lingua franca in students' transcultural/trans‐epistemic experiences in EMI programmes in the context of internationalization of higher education. [ABSTRACT FROM AUTHOR]

In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull's (2016) reframing of foreign language education as bilingual education and García's (2017) response, we see the logic of this reframing, but we also acknowledge García's concern that the notion of deficit lies at the heart of language learning as it is commonly conceptualized, and this deficit construct sits uncomfortably within translanguaging epistemology. In the article, we draw on Bakhtin's (1981) dialogical theory of language, Thibault's (2011) distributed language view and the theoretical construct of desire as both a lack and an energy (Ahmed 2010) to suggest that the naming of languages needs to be incorporated into translanguaging theory in a way that acknowledges the social construct of 'named languages' as integral to the expansion of one's linguistic repertoire as a whole. We make this suggestion in order to help develop translanguaging theory from a subaltern to a majority theory. We further suggest that language education can play a significant role in furthering the translanguaging project. [ABSTRACT FROM AUTHOR]

Translanguaging theories emphasize a fluid, dynamic view of language and differ from code-switching/mixing theories by de-centring the analytic focus from the language(s) being used in the interaction to the speakers who are making meaning and constructing original and complex discursive practices. Trans-semiotizing theories further broaden the focus to analyse language as entangled with many other semiotics (e.g. visuals, gestures, bodily movement) in meaning making. In this paper recent developments in trans/languaging and trans-semiotizing theories are discussed in conjunction with fine-grained classroom analyses to illustrate the key role played by trans/languaging and trans-semiotizing practices in the dialogic construal of content meaning in content-based education. [ABSTRACT FROM AUTHOR]

Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning process. The functions of L1 in content-based classrooms have been well documented, but it is necessary to have a more systematic approach to planning and using L1. This paper seeks to address this gap by applying the notions of 'curriculum genres' and 'task structure' when analysing patterns of teachers' use of L1 and L2 in a collection of content subject lessons observed in English-medium secondary schools in Hong Kong. With illustrative episodes presented in this paper, we would argue that 'curriculum genres' and 'task structure' can serve as useful tools for both researchers and teachers to analyse and critically reflect on patterns of pedagogic practices and language use in content-based classrooms. These will have significant implications for future research on using L1 and illuminate effective pedagogy in content-based education. [ABSTRACT FROM AUTHOR]

Chromatin modification is traditionally assessed in biochemical assays that provide average measurements of static events given that the analysis requires components from many cells. Microscopy can visualize single cells, but the cell body and organelles can hamper staining and visualization of the nucleus. Normally, chromatin is visualized by immunostaining a fixed sample or by expressing exogenous fluorescently tagged proteins in a live cell. Alternative microscopy tools to observe changes of endogenous chromatin in real-time are needed. Here, we isolated transcriptionally competent nuclei from cells and used antibody staining without fixation to visualize changes in endogenous chromatin. This method allows the real-time addition of drugs and fluorescent probes to one or more nuclei while under microscopy observation. A high-resolution map of 11 endogenous nuclear markers of the histone code, transcription machinery and architecture was obtained in transcriptionally active nuclei by performing confocal and structured illumination microscopy. We detected changes in chromatin modification and localization at the single-nucleus level after inhibition of histone deacetylation. Applications in the study of RNA transcription, viral protein function and nuclear architecture are presented. [ABSTRACT FROM AUTHOR]

There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this paper, we draw on concepts from this literature to analyse science lessons in an L2 (second/foreign language) context and discuss how these concepts can be further built on and extended to understand the role of languaging and translanguaging in knowledge (co-)construction and academic language learning in CLIL (Content and Language Integrated Learning) classrooms, where students are learning content in their L2. [ABSTRACT FROM AUTHOR]

In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the authors discuss topics within the issue, including content and language integrated learning (CLIL), the use of multilingual practices in CLIL, and how CLIL frameworks can impact English as a Foreign Language (EFL) students.

Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching [e.g. Littlewood, W., & Yu, B. 2009. First language and target language in the foreign language classroom. Language Teacher, 42, 1–14], monolingual immersion ideologies are still dominant in many contexts in the world (especially in Southeast Asia) because of a whole host of ideologies. The beliefs affecting medium of instruction policies and practice have their roots in the traditional tenets (e.g. the maximum input hypothesis) in the discipline of second language acquisition (SLA). Although these tenets are increasingly being countered by recent research in multilingualism [see May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge, for a critique of these tenets], SLA still has an influence on pedagogies in both immersion and CLIL programmes. In this paper, I shall first critically review these deep-rooted monolingual tenets. Then, I shall discuss how we can conceptualise the potential role of L1 in CLIL and by extension in content-based instruction (CBI), as both CLIL and immersion programmes are considered to be key approaches to CBI. I shall conclude with suggestions for future research in CLIL. [ABSTRACT FROM AUTHOR]

ABSTRACT Chen's book, Asia as Method (Duke University Press, 2010), and his theorization on topics of de-imperialization, de-colonization, de-cold war, as well as on foregrounding epistemologies and frames of reference situated in the diverse contexts in Asia have contributed to empowering scholars and researchers situated not only in Taiwan, but also in many parts of the world. His critical cultural studies project in linking up scholars both inside and outside of Asia and in putting forward counter-discourses to the binary 'the West and the rest' knowledge structures and knowledge production practices has important implications for critical curriculum and education work. My essay review will focus on the implications of his notion of 'Asia as Method' and his 'strategy of critical syncretism' in exploring and designing critical curriculum and education inquiry that seeks to transform deep-rooted colonial, imperialist, and cold war subjectivities. These subjectivities are part of the cultural and psychic aftermath of various imperialist, colonial, and cold war histories, the impact of which is still with us today. [ABSTRACT FROM AUTHOR]

Abstract: A micromechanical electrometer is applied to the label-free detection of biomolecular interactions and electrochemical charge sensing. The primary element of the electrometer is a micromechanical variable capacitor to modulate and convert a dc charge to an ac voltage output, thereby limiting the effects of low frequency noise on charge detection. At room temperature and ambient pressure the noise-limited charge resolution of a micromechanical electrometer based on this principle is found to be , enabling the potential detection of charged single molecule binding on electrode surfaces. The detection principle is validated by several experiments. Biomolecular binding experiments are conducted on an external gold electrode situated within a custom-designed flow cell and electrically connected to the micromachined electrometer. The concepts are validated by demonstrating the detection of biotin–streptavidin binding and DNA hybridization. Furthermore, it is shown that the electrometer can be applied for the detection of the redox system ferrocyanide/ferricyanide to describe Nernstian behaviour due to well defined charge transfer on the electrode surface at different concentration ratios as expected. [Copyright &y& Elsevier]

In this paper the colonial history of university education in Hong Kong, and recent changes in the governance of university education driven by global management discourses are discussed. With the systemic penetration of global economic rationalism, Hong Kong university education has gone through structural changes that include funding-linked evaluative policies and practices. Market imperatives and institutionally defined notions of research performance based mainly on English-language, overseas journal publications are exerting strong influence on the cultural practices and life styles of academics and stand to significantly change academic and intellectual culture in higher education in Hong Kong. The long-term consequences of these local interpretations and adaptations of global processes will be discussed in terms of their potential impact on academic freedom, the shaping of intellectual space, the intensification of competitive institutional research output, and the risk of privileging certain forms of knowledge production that puts aside local societal needs, indigenous knowledge and epistemologies. The views of experienced Hong Kong academics in the humanities and social sciences, as expressed in in-depth individual interviews, are also discussed. These are then interpreted with reference to Habermas' notion of different kinds of knowledge-constitutive interests (Habermas 1971) and Foucault's notion of the technology of discipline power to uncover the state's implicit transformation and shaping of the social and epistemological bases of academic and intellectual pursuits and the increasing trend of individualization of intellectual communities into isolated, individualistic, competitive knowledge workers (Foucault 1977). [ABSTRACT FROM AUTHOR]

In this paper, we analyze the data collected through in-depth interviews of migrant workers in Southern China about their mobile cultures. In particular, we focus on understanding the role that mobile cultures play in female workers’ negotiation of their social and romantic relations and leisure space and how these negotiations are directly or indirectly facilitated by development of informal literacies through their frequent short message service communicative practices. These will help us understand the lifestyle aspirations and life trajectories of the new young working women in China who are experiencing the most rapid socioeconomic changes in society and negotiating their ways of life amidst much tension between old and new values governing lifestyle aspirations, familial, and gender relations. [ABSTRACT FROM AUTHOR]

The gendered nature of modernity in the European Enlightenment tradition has naturalized and institutionalized an essentialist, binary system of masculinity and femininity. A similarly hierarchicalized, binary system of gender role relationships also underlies the Confucianist social order in East Asian cultural traditions. Our recent study of some educated, Chinese, heterosexual men's consumption of Korean TV dramas in the late/post-industrial (but not post-capitalist) society of Hong Kong, however, shows that while the binary gender boundaries are increasingly being destabilized and crossed over in their everyday lived experiences, these boundaries are also simultaneously being nostalgically hung onto by some of the men in their pleasurable consumption of Korean dramas. The implications of their consumption practices are discussed in terms of the dilemmas faced by some Hong Kong men when they are confronted with the increasing destabilization of the gender role boundaries and how they use Korean dramas to negotiate new gender relations in modern day Hong Kong society. [ABSTRACT FROM AUTHOR]

The article provides a preliminary literature review of earlier studies related to short messaging services (SMS). The social impact of new mobile communication technologies is analyzed. Mobile text messaging has fulfilled an important function which provides a sense of co-presence for young people who lack the means to share some private physical space free from adults' surveillance. A study in Taiwan found that SMS is used to negotiate subtle gender relations especially among couples. The increasing popularity of text messaging in Hong Kong is discussed.

This paper proposes to overcome the traditional essentialist and dichotomous ways of conceptualising language and language pedagogies, i.e. to go beyond linguistic purist perspectives. Analysing bilingual teaching practices in a science lesson, the paper proposes that practical bilingual pedagogies can be developed to help students in bilingual education programmes to access dominant linguistic resources and discourses by capitalising on their indigenous linguistic and cultural resources. [ABSTRACT FROM AUTHOR]

In transitional societies where political pressure on the press is coupled with a commercial media system and a professional journalistic culture, the politics of self-censorship is likely to involve a strategic contest between the media and political actors. Language plays a significant role in this contest. The present study focuses on the case of Hong Kong. It analyzes how two local newspapers, facing an important yet sensitive political issue, constructed two different overall storylines and used two different sets of discursive strategies in their editorials to handle political pressure, market credibility, and journalistic integrity simultaneously. The elite-oriented Ming Pao constructed a storyline of the debate as a factional struggle in order to posit itself as an impartial arbitrator. This approach was further sustained and justified by the discursive strategies of balanced and qualified criticisms and the rhetoric of rational discussion. The mass-oriented Apple Daily, on the other hand, constructed a storyline of a sovereign people whose rights are encroached upon by a powerful entity. The paper was therefore much more critical towards the power center. Nevertheless, it also appropriated the dominant discourse, constructed internal contradictions, and decentralized the Chinese central government to smooth out the radicalism of its criticisms. [ABSTRACT FROM AUTHOR]

The article will attempt to demonstrate how qualitative research, specifically ethnography, constitutes an effective means of investigating identity construction, particularly as identity is manifested through language practices. This methodological approach, through its microsociological analysis, illuminates the complexity of the interaction between language practices and identity. Contrary to positivist research approaches which favor experimental and large-scale studies, ethographic research is grounded in people's own experiences and discourse on language practices and identity construction. In order to demonstrate the utility of ethnographic research in the study of language practices and identity construction, I will present an ethnographic study that I conducted between 1997 and 2000 with adolescents enrolled in French language high schools in Ontario. The study examined how the adolescents locate and position themselves in regards to their identity. The analysis looked particularly at the language practices among these adolescents in the following settings: the family, the school, with friends and at work. [ABSTRACT FROM AUTHOR]

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of 'content and language integrated learning' gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge 'English-only'/target-language-only pedagogies, 'native-(English-)speakerism', and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed. [ABSTRACT FROM AUTHOR]

Antiretroviral therapy (ART) lowers human immunodeficiency virus type 1 (HIV-1) viral load to undetectable levels, but does not eliminate the latent reservoir. One of the factors controlling the latent reservoir is transcriptional silencing of the integrated HIV-1 long terminal repeat (LTR). The molecular mechanisms that control HIV-1 transcription are not completely understood. We have previously shown that RUNX1, a host transcription factor, may play a role in the establishment and maintenance of HIV-1 latency. Prior work has demonstrated that inhibition of RUNX1 by the benzodiazepine (BDZ) Ro5-3335 synergizes with suberanilohydroxamic acid (SAHA) to activate HIV-1 transcription. In this current work, we examine the effect of RUNX1 inhibition on the chromatin state of the integrated HIV-1 LTR. Using chromatin immunoprecipitation (ChIP), we found that Ro5-3335 significantly increased the occupancy of STAT5 at the HIV-1 LTR. We also screened other BDZs for their ability to regulate HIV-1 transcription and demonstrate their ability to increase transcription and alter chromatin at the LTR without negatively affecting Tat activity. These findings shed further light on the mechanism by which RUNX proteins control HIV-1 transcription and suggest that BDZ compounds might be useful in activating HIV-1 transcription through STAT5 recruitment to the HIV-1 LTR. [ABSTRACT FROM AUTHOR]

Despite antiretroviral therapy human immunodeficiency virus type-1 (HIV-1) infection results in neuroinflammation of the central nervous system that can cause HIV-associated neurocognitive disorders (HAND). The molecular mechanisms involved in the development of HAND are unclear, however, they are likely due to both direct and indirect consequences of HIV-1 infection and inflammation of the central nervous system. Additionally, opioid abuse in infected individuals has the potential to exacerbate HIV-comorbidities, such as HAND. Although restricted for productive HIV replication, astrocytes (comprising 40–70% of all brain cells) likely play a significant role in neuropathogenesis in infected individuals due to the production and response of viral proteins. The HIV-1 protein Tat is critical for viral transcription, causes neuroinflammation, and can be secreted from infected cells to affect uninfected bystander cells. The Wnt/β-catenin signaling cascade plays an integral role in restricting HIV-1 infection in part by negatively regulating HIV-1 Tat function. Conversely, Tat can overcome this negative regulation and inhibit β-catenin signaling by sequestering the critical transcription factor TCF-4 from binding to β-catenin. Here, we aimed to explore how opiate exposure affects Tat-mediated suppression of β-catenin in astrocytes and the downstream modulation of neuroinflammatory genes. We observed that morphine can potentiate Tat suppression of β-catenin activity in human astrocytes. In contrast, Tat mutants deficient in secretion, and lacking neurotoxic effects, do not affect β-catenin activity in the presence or absence of morphine. Finally, morphine treatment of astrocytes was sufficient to reduce the expression of genes involved in neuroinflammation. Examining the molecular mechanisms of how HIV-1 infection and opiate exposure exacerbate neuroinflammation may help us inform or predict disease progression prior to HAND development. [ABSTRACT FROM AUTHOR]

Titin is the largest known protein and a critical determinant of myofibril elasticity and sarcomere structure in striated muscle. Accumulating evidence that mRNA transcripts are post-transcriptionally regulated by specific motifs located in the flanking untranslated regions (UTRs) led us to consider the role of titin 5′-UTR in regulating its translational efficiency. Titin 5′-UTR is highly homologous between human, mouse, and rat, and sequence analysis revealed the presence of a stem-loop and two upstream AUG codons (uAUGs) converging on a shared in frame stop codon. We generated a mouse titin 5′-UTR luciferase reporter construct and targeted the stem-loop and each uAUG for mutation. The wild-type and mutated constructs were transfected into the cardiac HL-1 cell line and primary neonatal rat ventricular myocytes (NRVM). SV40 driven 5′-UTR luciferase activity was significantly suppressed by wild-type titin 5′-UTR (∼70% in HL-1 cells and ∼60% in NRVM). Mutating both uAUGs was found to alleviate titin 5′-UTR suppression, while eliminating the stem-loop had no effect. Treatment with various growth stimuli: pacing, PMA or neuregulin had no effect on titin 5′-UTR luciferase activity. Doxorubicin stress stimuli reduced titin 5′-UTR suppression, while H 2 O 2 had no effect. A reported single nucleotide polymorphism (SNP) rs13422986 at position -4 of the uAUG2 was introduced and found to further repress titin 5′-UTR luciferase activity. We conclude that the uAUG motifs in titin 5′-UTR serve as translational repressors in the control of titin gene expression, and that mutations/SNPs of the uAUGs or doxorubicin stress could alter titin translational efficiency. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including one by Jonathan Donner on cellular phone use in developing countries and another by Bart Barendgret on cellular phone use in Indonesia.

Research has shown both the potential advantages of translanguaging pedagogy in English for Academic Purposes (EAP) contexts and some challenges facing teachers. However, there is still paucity of research on how to provide professional support for teachers to develop translanguaging pedagogy. This article focuses on a design-based research (DBR) study in which a teacher collaborated with a researcher in an EAP course at a university in China to co-develop teacher capacity in using translanguaging pedagogy. Findings from classroom observations, researcher-teacher lesson co-planning meetings, post-lesson sharing sessions and interviews have shown changes in the teacher's beliefs and practices of using translanguaging pedagogy and several challenges she encountered, particularly the conflicts between the monolingual ideology in traditional TESOL discourses and the recent translanguaging pedagogical principles. This article suggests that researcher-teacher collaboration can be an effective strategy in helping in-service EAP teachers to reflect on and change their beliefs and practices while the process could be discursive. It calls for further explorations with teachers on principles that value multilingual speakers' full linguistic and semiotic repertoires in teaching and learning EAP and investigations of how these principles can be realized for emerging EAP programs in universities in China and other similar contexts. [ABSTRACT FROM AUTHOR]

Digital literacies abound in playing a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them to teach and learn literacy. In an effort to humanize digital literacies, this department column offers a vast array of topics, from participatory work that pushes educators and researchers to communicate in local and global spaces to ways of redefining core reading and literacy skills through a screen-based, multimodal logic. This column also provides a venue for research and practical applications that depict technology use as a part of the fabric of being human. The column helps educators reconceptualize the ways that children learn with technology, media, and new communication systems; honors educator success stories and burning questions and issues; and reimagines literacy futures. [ABSTRACT FROM AUTHOR]

Aims Accumulating evidence suggest that sarcomere signalling complexes play a pivotal role in cardiomyocyte hypertrophy by communicating stress signals to the nucleus to induce gene expression. Ankyrin repeat domain 1 (ANKRD1) is a transcriptional regulatory protein that also associates with sarcomeric titin; however, the exact role of ANKRD1 in the heart remains to be elucidated. We therefore aimed to examine the role of ANKRD1 in cardiomyocyte hypertrophic signalling. Methods and results In neonatal rat ventricular myocytes, we found that ANKRD1 is part of a sarcomeric signalling complex that includes ERK1/2 and cardiac transcription factor GATA4. Treatment with hypertrophic agonist phenylephrine (PE) resulted in phosphorylation of ERK1/2 and GATA4 followed by nuclear translocation of the ANKRD1/ERK/GATA4 complex. Knockdown of Ankrd1 attenuated PE-induced phosphorylation of ERK1/2 and GATA4, inhibited nuclear translocation of theANKRD1complex, and prevented cardiomyocyte growth. Mice lacking Ankrd1 are viable with normal cardiac function. Chronic PE infusion in wild-type mice induced significant cardiac hypertrophy with reactivation of the cardiac fetal gene program which was completely abrogated in Ankrd1 null mice. In contrast, ANKRD1 does not play a role in haemodynamic overload as Ankrd1 null mice subjected to transverse aortic constriction developed cardiac hypertrophy comparable to wild-type mice. Conclusion Our study reveals a novel role for ANKRD1 as a selective regulator of PE-induced signalling whereby ANKRD1 recruits and localizes GATA4 and ERK1/2 in a sarcomeric macro-molecular complex to enhance GATA4 phosphorylation with subsequent nuclear translocation of the ANKRD1 complex to induce hypertrophic gene expression. [ABSTRACT FROM AUTHOR]

A ring-shaped tri-axial force sensor with a 200 µm × 200 µm sensor area using silicon nanowires (SiNWs) as piezoresistive sensing elements is developed and characterized. The sensor comprises a suspended ring structure located at the center of four suspended beams that can be integrated on the distal tip of a guidewire by passing through the hollow core of the sensor. SiNWs with a length of 6 µm and a cross section of 90 nm × 90 nm are embedded at the anchor of each silicon bridge along 〈1 1 0〉 direction as the piezoresistive sensing element. Finite element analysis has been used to determine the location of maximum stress and the simulation results are verified with the experimental measurements. Taking advantage of the high sensitivity of SiNWs, the fabricated ring-shaped sensor is capable of detecting small displacement in nanometer ranges with a sensitivity of 13.4 × 10−3 µm−1 in the z-direction. This tri-axial force sensor also shows high linearity (>99.9%) to the applied load and no obvious hysteresis is observed. The developed SiNW-based tri-axial force sensor provides new opportunities to implement sensing capability on medical instruments such as guidewires and robotic surgical grippers, where ultra-miniaturization and high sensitivity are essential. [ABSTRACT FROM AUTHOR]