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Objective To analyze the distribution characteristics of constitution and traditional Chinese medicine syndrome of allergic rhinitis patients complicated with asthma， aiming to provide basis for integrated traditional Chinese and western medicine treatment for allergic rhinitis complicated with asthma. Methods After preliminary screening of traditional Chinese medicine constitution identification of allergic patients in the allergic WeChat applet of Gamma on Cloud， patients with allergic rhinitis complicated with asthma or other allergic diseases receiving multi-disciplinary diagnosis and treatment of Department of Allergy of the Third Affiliated Hospital of Sun Yat-sen University from January 2020 to May 2024 were selected. General data such as gender and age， constitution of traditional Chinese medicine and traditional Chinese medicine syndrome of allergic rhinitis patients complicated with asthma were collected and retrospectively analyzed. According to the new concept of “allergic 5A grading diagnosis and treatment” proposed by the team from Department of Allergy， all patients were divided into three groups： 2A patient group （ allergic rhinitis complicated with asthma）， 3A patient group （allergic rhinitis complicated with asthma， and any of atopic dermatitis， allergic conjunctivitis or food allergy） and 4A or 5A patient group （allergic rhinitis complicated with asthma， and any two or three of atopic dermatitis， allergic conjunctivitis or food allergy）. Results There were 42 patients in the 2A group， 18 males and 24 females， aged （26.4±16.6） years old， 40 patients in the 3A patient group， 19 males and 21 females， aged （25.0±15.5） years old， and 8 patients in the 4A or 5A patient group， 5 males and 3 females， aged （15.5±13.2） years old， respectively. In the 2A patient group， the most frequent constitutions were yang-deficiency constitution （n = 17）， qi-deficiency constitution （n = 14） and inherited special constitution （n = 11）. In the 3A patient group， the most common constitutions were qi-deficiency constitution （n = 23）， inherited special constitution （n = 16） and yang-deficiency constitution （n = 9 ）. In the 4A or 5A patient group， the most prevalent constitutions were qi-deficiency constitution （n = 6） and inherited special constitution （n = 4）. Fisher’s exact test found that there were differences in the distribution of yang-deficiency constitution among all groups （all P < 0.05）. In terms of traditional Chinese medicine syndromes， the most common traditional Chinese medicine syndromes in the 2A patient group were yang deficiency with congealing cold syndrome （n = 10）， wind-cold-dampness syndrome （n = 8） and lung-spleen qi deficiency syndrome （n = 6）. The most common traditional Chinese medicine syndromes of 3A patients were lung-spleen qi deficiency syndrome （n = 12）， yang deficiency with congealing cold syndrome （n = 7） and wind-cold-dampness syndrome （n = 6）. The most common traditional Chinese medicine syndrome of 4A or 5A patients was lung-spleen qi deficiency syndrome （n = 5）. There were differences in the distribution of traditional Chinese medicine syndromes among the three groups （all P < 0.05）. The difference between 2A patients and 4A or 5A patients was statistically significant （P < 0.001）. The difference between 3A patients and 4A or 5A patients was also statistically significant （P < 0.001）. Conclusions The most common constitutions of allergic rhinitis patients complicated with asthma are yang-deficiency constitution， qi-deficiency constitution and inherited special constitution. The most prevalent traditional Chinese medicine syndromes are yang deficiency with congealing cold syndrome， wind-cold-dampness syndrome and lung-spleen qi deficiency syndrome. There are differences in the distribution of constitution and traditional Chinese medicine syndrome among patients with different grades of allergic rhinitis complicated with asthma.

Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers' emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers' social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency.

Preservice teachers' (PSTs) epistemic agency during their practicum experiences is not yet fully understood. In this study, we collected data in the form of in-depth interviews, reflective journals, and lesson plans from two Chinese language PSTs, and examined their epistemic agency during their practicums in Macau from a cultural-historical activity theory perspective. First, this study offers an analytical model that revealed the dynamics of epistemic agency development during PSTs' practicums. Second, the analysis showed how PSTs' social situations and prior learning experience recursively shaped their epistemic agency. The study raises important implications for teacher education, highlighting the importance of supporting PSTs' epistemic agency by providing epistemic resources.

Educational entrepreneurship refers to the competence of educational entrepreneurs in making changes and taking initiatives in vision-driven innovation and value creation. Research of educational entrepreneurship needs further investigation, especially in the context of complementary education. This paper explores the educational entrepreneurship of three principals working in the context of community language schools (CLSs) in Australia. Using a set of educational entrepreneurship traits as an analytical tool, this study conducts a detailed qualitative analysis of the interviews and reflective journals of three CLS principals to reveal their educational entrepreneurial traits displayed in the process of establishing and running the CLSs. Findings indicate that these principals display multiple educational entrepreneurial traits in combination when dealing with challenges encountered in their individual context. The empirical data enriches the understanding of the distinctive features of educational entrepreneurship, especially the influence of prior experience. The findings reveal some key traits and practices of educational entrepreneurship amongst CLS principals in the Australian context. This study provides context-specific empirical evidence to better understand the nature and features of educational entrepreneurship. The findings highlight the need for more research and explicit training of entrepreneurial skills for school leaders in non-mainstream schools.

Although the field of artificial intelligence (AI) has rapidly developed, there has been little research to review, describe, and analyse the trends and development of empirical research on AI-supported language learning. This paper selected and analysed 25 empirical research papers on AI-supported language learning published in the last 15 years. These empirical studies were analysed using the activity theory from seven constituents: tool, subject, object, rules, community, division of labour, and outcome. A key contribution of this paper is the use of activity theory to illustrate the dynamic interactions and contradictions between the seven elements. AI-supported technology as a mediating tool demonstrated some effectiveness in language learning but needs further improvement in the use of language for communication and collaborative design. We argue that teachers' intervention and configuration of AIsupported language learning in the pedagogical design plays an important role in the effectiveness of learning. More research is needed to explore the use of AI-supported language learning in the classroom or the real-life learning context.

Virtual reality (VR) for Language learning has been shown effective in improving students' communication skills. However very few studies reveal the communication strategies students used in communicating in a VR environment, especially in learning Chinese as a foreign or second language (CFL/CSL). In this pilot study, a prototype Virtual Experiential Language Learning Environment (VELLE) was used to provide immersive learning experiences in developing CFL students' communication strategies. Productive Failure was employed as an instructional approach to support the learning design. The participants were six CFL students learning in an Australian university. The main data sources included audio recordings of the students' communication in VR and interview data. The findings showed that participants' use of various types of communication strategies was influenced by the VELLE and Productive Failure design. In particular, the use of L1 in the problem-solving phase enriched the participants' learning opportunities and all participants used a lesser number of resource deficit-related strategies after the instruction. Second, Students reported enhanced engagement in language use in the VR context.

This research investigated Australian community languages school (CLS) teachers' emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers' pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers' varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered.

The research literature indicates that self-regulated learning can strengthen teacher agency in taking charge of their own learning and teaching, which is important when teachers encounter difficulties or challenges due to the requirements of educational and curriculum reform. This study explores how professional teacher development training activates rural teachers' agency in transforming their practice and becoming self-regulated practitioners in China. Data were collected from two teacher mentors and seven primary school teachers, including classroom observation records, teachers' narratives and reflections, and individual interviews. These participants' self-regulated learning was found to develop through three phases: goal setting and assimilation; implementation of the teaching goal and the teaching methods being learned; and self-reflection. This process intertwined with and reciprocated other-regulated learning. The teachers' agency shifted from initial resistance to adoption of the training, and then to innovation in practice, during which both their cognition and practices were transformed. Implications for teacher learning programs were also discussed.

Traditional rationalism has treated cognition and emotion separately. Pre-service teachers' emotional experiences during teacher preparation programmes have not been sufficiently discussed in research. This study uses Vygotsky's sociocultural theory perspective to analyse the nature of the emotion-cognition nexus of pre-service teachers during professional experience. Sociocultural theory regards emotions as originated from social interaction and playing a catalytic role for teachers' development. Data were collected from questionnaire surveys and pre-service teachers' narratives. The findings indicate that the prominent factors impacting on the participants' emotional patterns are their students and supervising teachers. In addition, this study reveals the dialectical relationship between pre-service teachers' emotion-cognition, which impact on the development of their professional personality as teachers. During this process, the creation of tools and support from others play key roles in their conceptual and emotional development. The findings imply that pre-service teachers' emotional experience can be used as a resource for their professional growth and development.