Search

Enhancing students' lexical fluency and academic performance in speaking exams presents a significant challenge for English as a foreign language (EFL) instructors. The pursuit of effective tools to engage students and facilitate their learning process has been ongoing. The incorporation of technology in EFL learning contexts, particularly through learning-oriented assessments, offers a promising solution to the traditional difficulties of vocabulary acquisition in the classroom. Research indicates that Mobile-Assisted Language Learning (MALL) not only streamlines the learning process but also boosts student motivation and participation. In light of the challenges faced in improving the speaking exam performance of students in foundation programs in Oman, a study was conducted to assess the impact of Mentimeter, a Student Response System, on student engagement, vocabulary recall, and speaking proficiency. The study involved 275 students from a public university in Oman who participated in Mentimeter quizzes designed to measure the platform's effect on vocabulary retention, lexical fluency, and overall speaking performance. Additionally, the study explored teachers' perceptions of the integration of Mentimeter as a formative assessment tool. The findings underscore the significance of MALL in enhancing learning-oriented assessment in EFL classrooms and provide insights for educators on utilizing such technologies to bolster vocabulary retention and speaking skills. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is now everywhere, including in the classroom. Thus, it is crucial for teachers not only to be able to use AI, but also to understand it, as they bear the responsibility of teaching the next generation with and about AI. Although there have been extensive discussions about the importance of digital skills and knowledge of AI, limited research has focused on the attitudes, digital skills, and AI literacy levels of teachers, within small populations where English is not the native language, such as Cyprus. Our study addresses this gap by adapting the General Attitudes Towards AI Scale (GAAIS) and the AI Literacy Scale (AILS) into the Greek language, and investigating the digital skills, attitudes towards AI, AI literacy, and intentions to teach and use AI among teachers in Cyprus. The Greek versions of GAAIS and AILS have been validated, demonstrating good validity and reliability. Our findings also indicate that Cypriot teachers generally possess intermediate digital skills, but maintain neutral attitudes towards AI and exhibit intermediate levels of AI literacy. Moreover, we discovered significant positive correlations between teachers' digital skills and their AI literacy, attitudes towards AI, and intentions to use and teach AI. [ABSTRACT FROM AUTHOR]

This research investigates the significance of improving cross-cultural communicative competence (ICC) in undergraduate English instruction. ICC involves the ability to communicate effectively and appropriately with people of other cultures. This goal emphasizes the growing relevance of language competence, cross-cultural awareness, and knowledge of global challenges for students in the context of higher education. This research, therefore, underlines the importance of strengthening students' critical thinking and communication abilities through studying English at the university level. Additionally, this study investigates the challenges and controversies when instructors and students from various backgrounds attempt to understand and implement cross-cultural communicative competence skills. The study aims to discover how teachers define and understand intercultural communication competence, how telecollaboration influences the development of this competency, how English as a Foreign Language (EFL) teachers assess their students' intercultural communication skills, and what motivates these teachers to incorporate intercultural communication competence ideas into their lessons. EFL teachers, who are responsible for teaching English in countries where English is not the primary language, face unique challenges and opportunities. Their role extends beyond language instruction to include fostering an understanding of cultural nuances and preparing students to communicate effectively in diverse international settings. The findings highlight the importance of nurturing ICC abilities within collegiate English courses, revealing inadequacies and recommending future study areas. [ABSTRACT FROM AUTHOR]

As information and communication technologies develop in China, language tests are shifting from conventional paper-and-pencil testing to computerized testing. The aim of this study is to investigate Chinese test-takers' adaptability to computerized language exams, including their performance across testing modes and their perception of the transition to computerized language tests. The study was conducted at three universities in China and its participants were 206 English language majors. This research was designed as a mixed methods study. In this respect, participants' performance in the exam was regarded as quantitative data and their perception of the exam as qualitative data. Quantitative data were gathered through two rounds of language tests and an after-test questionnaire, while qualitative data were collected through interviews. It was found that there was no statistically significant difference in test-takers' scores between paper-and-pencil language testing and computerized language testing. It was revealed that candidates in China were generally able to adapt to computer-based language tests. The scores retrieved from the language test and questionnaire showed that Chinese candidates were most adapted to computerized listening tests, followed by reading and writing tests. Based on the research findings, the challenges posed by the change of testing modes to Chinese test-takers are summarized, and suggestions for teachers, language learners and language test administrators in China are provided. While this work explores students' adaptability to computerized language testing specifically in China, the presented findings can provide insights for countries with a similar context. [ABSTRACT FROM AUTHOR]

Copyright of Arab World English Journal is the property of Arab World English Journal 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.)

Current student-centred, multilingual, active teaching methodologies require that teachers have continuous access to texts that are adequate in terms of topic and language competence. However, the task of finding appropriate materials is arduous and time consuming for teachers. To build on automatic readability assessment research that could help to assist teachers, we explore the performance of natural language processing approaches when dealing with educational science documents for secondary education. Currently, readability assessment is mainly explored in English. In this work we extend our research to Basque and Spanish together with English by compiling context-specific corpora and then testing the performance of feature-based machine-learning and deep learning models. Based on the evaluation of our results, we find that our models do not generalize well although deep learning models obtain better accuracy and F1 in all configurations. Further research in this area is still necessary to determine reliable characteristics of training corpora and model parameters to ensure generalizability. [ABSTRACT FROM AUTHOR]

This commentary proposes the metaphor of "languaging-as-practice" in science education as an alternative to "language-as-tool" metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of "languaging-as-practice." [ABSTRACT FROM AUTHOR]

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

This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts. [ABSTRACT FROM AUTHOR]

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument "Test of comprehension of the written form of expression" was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated. [ABSTRACT FROM AUTHOR]

The concept of paradigm has been used extensively in many areas of linguistics throughout the past century, such as language education or historical linguistics. It is therefore quite surprising that paradigms have mostly been disregarded when it comes to cognitive language theories. Recently however, more and more researchers have started to advocate for the introduction of paradigms into cognitivist frameworks to be able to account for certain phenomena in language that would be hard to explain otherwise. But whilst there is agreement on which phenomena could best be explained through the notion of paradigm, there is a lot of disagreement regarding the way in which paradigms would be mentally represented, and how they would relate to the rest of the mental lexicon. This paper will discuss a few reasons to believe that paradigms are part of our grammar, present two previously proposed examples for modelling paradigms from a cognitivist perspective, highlight possible issues regarding their psychological plausibility, and explore how further research on modelling paradigms could be aided through an alternative domain-general approach which proposes that paradigms are cognitively equivalent to non-linguistic categories. [ABSTRACT FROM AUTHOR]

AbstractMetaphor is a popular pedagogical tool to help learners understand unfamiliar concepts, but its affective and interactional qualities remain underexplored compared to its cognitive benefits. This study investigates how metaphor may enhance affective engagement within introductory statistics education for linguistics students. As previous research tends to rely on delayed and self-reported data, this study employs a mixed-methods approach that combines real-time physiological measures of engagement with feedback through surveys and interviews. It compares metaphorical and literal instructional styles for teaching simple linear regression, focusing on: i) differences in teacher and learner skin conductance levels, ii) teacher-learner synchrony through skin conductance concordance, iii) the relationship between physiological measures and affect-related survey responses, and iv) learner reflections on their experiences. Results show that the metaphorical style is associated with higher engagement levels and stronger teacher-learner synchrony, affirming the role of metaphors in enhancing collaborative learning when elaborated over time in spontaneous interactive fashion. However, the qualitative data reveal nuanced learner perceptions, highlighting the importance of clearly communicating the scope of metaphor use. This study contributes to understanding the interplay between affective and cognitive engagement in metaphorical learning, offering practical recommendations for its effective implementation in complex subjects like statistics. [ABSTRACT FROM AUTHOR]

The main aim of this paper is to problematize colonialitiesdecolonialities narrated in Torto Arado, a novel written by Itamar Vieira Junior, which are related to the work we develop in critical language education at the universities where we work. Colonialitiesdecolonialities constitute the lives of the main characters Bibiana and Belonísia, two sisters born into a family of Black enslaved descendants who work on a farm in Bahia. We discuss how they confront colonialities by means of two paths: Bibiana becomes a teacher and Belonísia becomes a "woman of the land". Based on the experiences of the two sisters, as well as on the principles we have adopted to promote a decolonial and critical linguistic education, we advocate for a language education that brings us closer to our stories, connects us with nature and makes us reflect on the deep meaning of what we are doing on/with the planet. [ABSTRACT FROM AUTHOR]

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine 'Arabic Our Language' textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials. [ABSTRACT FROM AUTHOR]

The aim of this study was to share our experience of developing a digital Natural Language Processing Tool and its implementation in the process of training future linguists. In this article, we demonstrate the process of creating the web application SENTIALIZER, which is a multilingual Sentiment Analysis Tool developed with the help of the Python programming language and its libraries NLTK, BS4, TextBlob, Googletrans. The integration of Sentiment Analysis Tools into the educational framework is relied on the Unified Theory of Acceptance and Use of Technology (UTAUT) as its foundation. The results show that students see the prospects of using Sentiment Analysis Tools in their educational and professional activities, are ready to use them in the future, but are not ready to participate personally in projects to develop and improve such technologies. The reasons for this attitude are discussed. The presented study has a clear focus on student learning outcomes, which is an important criterion for the successful integration of technology into the educational process. [ABSTRACT FROM AUTHOR]

This paper develops a model to map out embodied movement as a stratified semiotic mode, that is, a conventionalized set of resources for meaning making. The model describes movement structure as a system that realizes specific meanings activated by contexts of situation. The model establishes an explicit link between contextual meanings and textual patterning by theorizing connections between genre, metafunction, and structure. Drawing upon an empirical study of one teacher’s embodied movement in the classroom, this paper maps out movement structure as distinct choices and reveals how movement, gaze and speech function rhythmically to construe information prominence and information boundaries at different levels of discourse organization, which further contributes to coherence and periodicity for the information flow and semantic flow in the lesson. Additionally, the paper reveals that the synthesis of different modes can enact semantic convergence and divergence to aggregate knowledge in pedagogic contexts. The analysis contributes to a systematic understanding of the types of meaning that embodied movement can realize and of the ways in which they are realized together with speech and gaze. The intertwined nature of movement structures, meanings and contexts also indicates that pedagogy is an embodied and situated construction. [ABSTRACT FROM AUTHOR]

There is a universal consensus that effective English-medium instruction (EMI) experiences depend on high-quality EMI teachers with pedagogical competence, reflective abilities, as well as a sense of mission and commitment to student learning in EMI environments. However, currently, while much has been discussed about the linguistic and pedagogical aspects of EMI, relatively limited attention has been paid to EMI teachers and their perceived needs and lived experiences in multilingual and multicultural settings. This special issue responds to such a gap by curating and presenting a series of research studies focusing on various aspects of EMI teachers’ inner worlds, including their identities, emotions, and agency. It also showcases practical initiatives implemented at the institutional level or through bottom-up collaborative efforts, which seek to enhance EMI teachers’ professional competence. Based on the introduction and analysis of these papers, we provide a tentative discussion of an “effective” EMI teacher, pedagogically, socio-affectively, and spiritually. Directions for future research are also outlined for this budding and promising line of inquiry at the intersection of teacher education and applied linguistics. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Journal of Language & Literature Studies is the property of Turkiye Dil ve Edebiyat Dernegi 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 Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion 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 Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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 Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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 Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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 following text is a testimony of life, as part of a culture native to Mesoamerica, the mixe culture (ayuuk jya'ay) of Oaxaca, Mexico. It narrates the way in which the identity of a native is disrupted, by the majority society and by the school, which imposes a homogeneous identity and a different language to be diverse. He points out that it implies moving through the global world and the vicissitudes that are faced with the other rationality of thought, in addition to the linguistic conflicts that are experienced and the linguistic transfers that violently learn a foreign language causes, and finally the effects of this molding of cultural and linguistic identity that it causes, when the identity of the native speaker is not strengthened. [ABSTRACT FROM AUTHOR]

Linguistics is conspicuously absent from language teaching in UK schools. A‐level cultural topics cover a range of themes such as cyber‐society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived by them to be useful, but also because the existing cultural topics could be significantly enriched by the inclusion of the critical/analytical study of language itself. In this paper, we provide concrete examples of how linguistics can be integrated into the existing A‐level curriculum for Modern Foreign Languages (MFL) in England and Wales. Reporting on a project in which teachers trialled linguistics materials co‐created by us (a group of academics) and experienced languages teachers, we present evidence that linguistics materials are perceived to be both highly novel and nonetheless compatible with the existing A‐level curriculum. Data from questionnaires and semi‐structured interviews with participating teachers also show that: (i) these new materials can be taught with little or no prior experience of linguistics; and (ii) adding linguistics materials to the curriculum leads to significant impacts on teacher and pupil attitudes towards language(s). Despite some challenges, which we also discuss, the results highlight again the great potential of linguistics as a component of language teaching and the contribution that it can make to the enrichment of the discipline. [ABSTRACT FROM AUTHOR]

This study explores the possibilities of linguistic and literary education to address the subject of the Sustainable Development Goals (SDGs) and to foster reflective thinking in teacher training. The theoretical framework is based on a conceptual framework of transdisciplinarity, the paradigm of literary and reading education, and the use of active methodologies such as Learning Situations (LS). The project consists of developing Learning Situations following the guidelines of the LOMLOE and has been carried out using Project-Based Learning (PBL) methodology on university-level Primary Education Teaching degree students. The component of transdisciplinarity, the development of reflective thinking, and didactic aspects related to the SDGs were studied. An ad hoc questionnaire with pre-test and post-test based on Sabariego et al. (2020) was used, as well as two qualitative instruments: the conclusions of the Learning Situations elaborated and the reflections of the participants. The analysis of the pre- and post-test questionnaires shows a general improvement, with significantly higher scores in the post-test, in the areas linked to methodology and satisfaction with the activity. The results demonstrate that the transdisciplinary approach based on the SDGs promotes critical thinking and enriches the educational experience. [ABSTRACT FROM AUTHOR]

The aim of this article is to revisit the book Preconceito Linguístico: o que é, como se faz, by Marcos Bagno (2007) in light of decoloniality, in order to observe how the myths that structure linguistic prejudice continue to function for maintaining a set of beliefs that contribute for legitimizing the hierarchical structure of social relations in Brazil. To this end, we take as theoreti-cal references Quijano (1999 [2000], 2005), Maldonado-Torres (2007), Garcés (2007) and Costa-Bernardino and Grosfoguel (2016). The book is over 20 years old, is in its 56th edition and continues to be an invitation to demystify the colonial concept of language: a homogeneous, immutable and universal institution. Given the role played by the work, we establish a comparison between the discourse that structures it and decolonial practices. We consider that the involvement of different social actors is important for the recognition of Brazilian linguistic diversity and, consequently, for a decolonial linguistic education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas 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 Enunciación is the property of Revista Enunciacion 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.)

New perspectives incorporating a more flexible plurilingual approach to language teaching have recently emerged. This paper aims to develop a conceptual framework that suggests a teaching policy methodology that enhances English education in Saudi Arabia. It includes a thorough revision of the nature of Saudi language pedagogy. The study argued for a better understanding of bilingual practices and for utilizing students' pluralist resources of knowledge to develop their academic, communicative and literacy skills. It also called for a critical review of the conventional methodology of language education that is entirely based on adherence to the socially and politically defined boundaries between languages. As a result, it is suggested that translanguaging be implemented as a communicative strategy to support English education and encourage linguistic diversity in the Saudi context. Moreover, developmental recommendations regarding English teaching and translanguaging implementation that are useful both locally and internationally are incorporated. [ABSTRACT FROM AUTHOR]

Crave TV's niche hit Letterkenny is packed with exercises in wordplay and examinations of semantics that serve various functions in its presentation of life in small‐town Canada. This article examines how the progymnasmata of classical rhetorical education and the linguistic comedy bits in Letterkenny serve a similar role in preparing their users (and viewers) to both engage in a specific type of dialogue and establish and enforce moral boundaries as are accepted in the society in which they live and participate, and how fan circulation of these language memes reflects the transference of those morals to the culture. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 article discusses the importance of including heritage speaker perspectives in undergraduate linguistics education. It emphasizes the need for instructors to create an inclusive and welcoming environment for heritage speakers, acknowledging their diversity and providing individual evaluation and support. The text proposes interventions for introductory linguistics courses to include discussions on bi- and multilingualism from a heritage speaker perspective. It argues for asset-based pedagogies that prioritize students' diverse positionalities and views them as resources to nurture. The article also discusses the importance of centering heritage speaker perspectives in linguistics courses, improving the learning environment for all students and celebrating student differences. Additionally, the given text provides references and author information for a research project aiming to enhance the understanding and teaching of Creole languages in the linguistics classroom. [Extracted from the article]

Copyright of Journal of English as a Lingua Franca is the property of De Gruyter 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 Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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.)

Previous studies have shown that Systemic Functional Linguistics has a significant role in providing an in-depth analysis for translation purposes (Kim et al., 2021). Studies explored the effect of analyzing certain aspects of register analysis when training translators. Comparisons of the source texts with the target texts were conducted by using SFL as a tool for text analysis. The current paper is set to provide a full review on SFL and translation studies. The aim of this review is twofold: it aims to review how theories and empirical studies of translation and applied linguistics are interrelated; it also focuses on how SFL has been investigated in translation studies. The review shows that research has focused more on comparative analysis to evaluate translations even when used for translator education. Further research on applying full register analysis as a pedagogical tool for translator education is needed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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.)

In recent years, the gap between academic linguistics and language education has become increasingly apparent, hindering the effective transmission of linguistic knowledge to students. This paper presents an overview of recent empirical research (mostly originating in the Netherlands) that seeks to bridge this gap by teaching students how to think like linguists within the context of L1 grammar education. The paper takes Dielemans' and Coppen's pedagogical framework for linguistic reasoning as its starting point, relates this framework to comparable initiatives and shows how recent studies have empirically examined different aspects of linguistic reasoning, including general linguistic reasoning ability, the role of linguistic metaconcepts and developing an appropriate epistemic attitude. The paper concludes with some desiderata for future research into this emerging research field. [ABSTRACT FROM AUTHOR]

This article focuses on the evolution of Italian children's poetry—from the new direction taken by Gianni Rodari and Alfonso Gatto in the 1950s to the playful experiments of the 1970s and 1980s and the more recent collections that helped stimulate children's early interest in experimenting with language. In the recent works of Bruno Tognolini and Chiara Carminati, language play is accompanied by the discovery of everyday life, offering a creative and surprising reading of the day-to-day aspects of very young readers' experiences. National policy papers, followed by the establishment of the integrated education system for children from birth to six years (Italian Legislative Decree 65/2017), have recently defined a coherent pedagogical framework for childhood education, enhancing children's rights and their cognitive, relational, and expressive abilities. These new policies, which aim to guide the work of preschool teachers, underline the importance of developing the ability to listen and communicate through many languages and the personal and active exploration of the world. Starting from this perspective, contemporary children's poetry effectively enhances childhood culture, fostering the construction of a linguistic education path that enables all children, without social or cultural distinction, to appropriate the symbolic and cultural materials of their community in a personal way. [ABSTRACT FROM AUTHOR]

Copyright of Toldo de Astier is the property of Universidad Nacional de La Plata 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 Die Deutsche Schule is the property of Waxmann Verlag GmbH 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 study of juncture in the perspective of the English as a Foreign Language (EFL) context is limited, particularly to the one associated with the recalling process. This research aims to describe a glimpse of the juncture phenomenon by indicating the phonetic recalling process. An experimental method was applied to conduct the research. An experiment involving stimuli to phonetic knowledge was given to participants in the EFL context. There were twenty students involved in this experimental study. Analysed acoustically, the result of the preliminary data shows that junctures may occur during speech production of the stimuli with the indication of the phonetic recalling process at the syllabic level. This indication might refer to the participants' attempt to re-access the phonetic knowledge stored in the brain. The pause duration might mark the occurrence of junctures, indicating phonetic recalling. It was also revealed that the participants' attitudes towards the English might influence the occurrence of junctures. The study showed that junctures happened before pronouncing the words in monosyllabic words. In contrast, juncture might occur in the first, middle, and last syllable in multisyllabic words. The locations of junctures might relate to the most unfamiliar syllable of the words from the participants' perspective. From this perspective, juncture may also occur in other speakers, not only Sundanese but also other foreign languages, not only English. This preliminary research may serve as a foundation to conduct a relevant study on the other local or regional languages in Indonesia. [ABSTRACT FROM AUTHOR]

Introductory linguistics courses are a common component of general education curricula at many institutions of higher education, reaching tens of thousands of students with diverse backgrounds and interests. Such courses provide a great opportunity for linguists to convey the field's message and its values to a wider audience. We propose that it is possible to increase the public outreach of such courses by engaging not only the students in the course, but also the campus community at large. In this paper, we report on using constructed languages (conlangs) as a tool to help students understand course materials via active learning as well as present linguistic research to the wider community of college campuses. [ABSTRACT FROM AUTHOR]

This paper presents an overview of the Linguistics Roadshow, an interactive showcase about the science of language and a hub for fun and interactive resources about linguistics. The Roadshow began as a travelling high school outreach programme introducing Australian students to linguistics and has grown to include online resources, providing an accessible introduction to linguistics with information about how students can pursue their interests in language. This paper is intended to provide a general guide to conducting linguistics-themed school incursions, to highlight opportunities afforded and challenges faced in undertaking this kind of outreach. We discuss the motivations for developing the Roadshow, outline the process of designing the workshop programme and materials, and offer a detailed description of the content and format. We reflect on our achievements and impact as well as lessons learned, and discuss future directions for a sustainable Roadshow and for linguistics outreach in the Australian context. [ABSTRACT FROM AUTHOR]

In this article, we discuss various public-facing scholarly activities we have engaged in and how these initiatives have reached large audiences to widely spread messages about language and linguistic equity and inclusion. We provide guidance for how to launch, coordinate, and carry out public outreach initiatives and community-engaged research, how to navigate potential pitfalls and position these efforts for success, and how to demonstrate the direct value and relevance of the work. We also offer strategies and advice for other linguists engaging in public outreach endeavors, especially with regard to connecting community-engaged work with teaching and research for maximal impact within the scholarly ecosystem. Community-engaged research and public-facing initiatives are best conceptualized and undertaken in comprehensive, intentional, informed by, and planned in ways that align with best practices in the literature and integrated into the scholarly enterprise. We assert that public-facing work is critical to the relevance and impact of linguistics and higher education. Most importantly, public-facing work that makes insights from research relevant to the public can help advance the broader goal of education for social impact and the public good. [ABSTRACT FROM AUTHOR]

This study compared the five-word lexical bundles (LBs) expressing gratitude in acknowledgments of dissertations written by Chinese and American PhD students of linguistics. Two corpora were built: (1) The Chinese University Dissertation Acknowledgments Collection (CUC) which contained 700 acknowledgments with a total of 300,686 tokens, and (2) the American University Dissertation Acknowledgments Collection (AUC) which contained 700 acknowledgments with a total of 493,045 tokens. We then retrieved five-word LBs, of which LBs expressing gratitude in CUC and AUC were identified, categorized, and compared with respect to frequency, forms and structures. Major findings were: (1) the Chinese students used a substantially greater number of gratitude LBs than the American students, (2) the two groups used considerably different gratitude LBs, and (3) the two groups mainly relied on verb phrase-based LBs to express gratitude, but the Chinese students used a larger proportion of noun phrase-yet a smaller proportion of verb phrase-based items than the American students, and (4) the two groups used dissimilar structures and words to construct gratitude LBs. These findings enrich our knowledge of linguistic patterns in dissertation acknowledgments as a unique genre of academic prose, and provide corpusbased learning materials for students tasked with properly expressing gratitude in their theses or dissertations. [ABSTRACT FROM AUTHOR]

The case study has been used in linguistic education as a tool to foster a reflective and critical analysis of misunderstandings that occur in everyday situations; however, the question formulation phase has hardly been researched. The aim of this paper is to explore how artificial intelligence (AI) can support the teaching of question formulation for cases of communicative misunderstanding. A comparative analysis of questions formulated by students and by ChatGPT in twenty-four cases of misunderstandings of the four linguistic-pragmatic levels is conducted. A mixed methodology is used to quantify the data and analyze patterns in the questions formulated by students and ChatGPT. The results show that the AI tool asks questions at a higher cognitive level, according to Bloom’s taxonomy. Among the conclusions, this study shows that the ChatGPT language model tool can be used to improve teaching questioning. Thus, the findings can be valuable to develop teaching strategies that qualify students’ reasoning, instead of seeing this human intellectual capacity run over by the power of the machine in the educational environment. [ABSTRACT FROM AUTHOR]

The article discusses the development of didactic material for teaching Spanish language focused on the LGBTQIA+ community. The analysis is based on Cultural Studies, Decolonial Studies, and Materialist Discourse Analysis, aiming to displace Eurocentric knowledge. The material proposes a decolonial linguistic education, promoting reflection on sexual and cultural identities. The approach seeks to create a space of difference between languages and cultures, challenging hegemonies and promoting diversity. [Extracted from the article]

This paper aims to analyze the Accents Of The World series on the Unpuzzled English page on Instagram, which was created by a Brazilian English teacher. In order to achieve this goal, this case study was based not only on the interface between Sociolinguistics and Foreign Language Learning (FL) proposed by Fragozo (2028), but also on other researches being carried out in the Applied Linguistics (AL) field, e.g Crystal (2012), Holliday (2013), Albuquerque e Becker (2021). In this regard, a brief case study was developed through guiding questions that supported the analysis of 11 videos from that page. Lastly, it was concluded that the work of linguistic and scientific dissemination may actively contribute to a less biased linguistic education whereas other teachers are empowered with the instrumental knowledge needed to combat linguistic reductionism. [ABSTRACT FROM AUTHOR]