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The jewellery names and the ethnic identity of the Kazakh culture are lexically correlated as clearly evident from various ethnolinguistic analyses of jewellery vocabulary. This study aimed to analyze some common jewellery names as jüzük (ring), biläzük (bracelet), sïr?a (earring), moncak (necklace, beads), tügma (button), belba?, qur, qadis (belt) and jewellery for braids common in Turkic languages. This linguistic journey attempted to uncover the meaning of these jewellery names in different Turkic languages and identify their functions and distinctive features through a comparative method. A qualitative research design with an ethnocultural approach was used to understand the ethnogenetic and cultural aspects of these jewellery names from 26 Turkic languages. The content analysis method was used to categorize them according to their origin and cultural significance. The findings revealed that the Turkic jewellery was of different types, and known by several names in different ancient Turkic languages. It also had sacred power, brought wealth and fertility, possessed healing properties and protected people from evil spirits. This study would help to expand knowledge about the traditional culture of the Turkic peoples.

This study examines the cultural meaning of names denoting places such as mountains, water objects, and settlements. The study drew evidence from a famous Kazakh epos, "Kozy Korpesh -- Bayan Sulu," to provide insight into how epic toponyms contribute to the explication of culture. The study addressed the motives and methods of the linguistic and anthropological interpretation of toponyms, paying special attention to explicitly encoded cultural values. The study adopted a qualitative research approach based on a combination of secondary approaches--linguoculturological, intensive topology and holistic etymology involving linguistic etymology, folk etymology, and perceptual etymology. The data was collected in the form of connotations and denotations which each epic toponym represented in the poem. The findings show that, based on their etymological origin, epic toponyms belonged to two major groups: one, toponyms named after certain features of the landscape; and second, toponyms named after certain events in the epos. The former toponyms are transparent and reveal the perception and attitude of the Turkic peoples to the location through denotation, while the latter are based on legends and reflect the household and everyday routine specific to the Turkic peoples through connotation. As a result of complex etymological analysis, some toponyms are shown in both the denotative and connotative aspects. Based on the findings, it can be concluded that epic toponyms serve as an essential source of cognition of the worldview and national culture. Through the use of the complex methodology of analysis, the study contributes to the development of anthropological studies in toponymy and helps to establish links between Turkic languages and cultures.

This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximise relevance, thereby minimising cognitive effort. Consequently, this response strategy can help boost collaboration.

The aim of this study is to advance understading of teachers' and researchers' work, in particular its cultural specificities, from a resource perspective by exploring the issues and challenges faced during the translation of a theoretical framework, the Documentational Approach to Didactics (DAD), from Western (English and French) to East Asian languages (Chinese and Japanese). A basic assumption is that the challenges encountered while translating are driven by the cultural and linguistic differences that exist between the West and East. Adopting the perspective of the "Anthropological Theory of the Didactic" (ATD), we frame the translation work as a transposition process of research praxeology (a model of the researchers' practices and knowledge) from a Western to an Eastern institution. We investigate this process to identify cultural elements at different levels (school, society, civilization, etc.) using the ATD framework. After translating a DAD article into Chinese and Japanese separately, we then worked collaboratively to identify similar or diverse translation issues and investigated their origins. Consequently, the results revealed a considerable difference between the West and East, and ample similarities between China and Japan, especially in terms of the researchers' work and its relationship with the teachers' work.

Linguistic and anthropological research has demonstrated that language ideologies play a complex role in contexts of language endangerment, as well as in revitalization initiatives. In this paper, we articulate some central ways in which these beliefs and interests can translate into significant barriers to successful language revitalization. Based on collaborative ethnographic fieldwork with Indigenous languages in North and South America, we propose a model for planning language ideologies as a practice that can be deliberately incorporated into revitalization efforts. Given the urgency of the situation facing many languages, we argue that treating language ideologies as requiring planning is necessary and offer preliminary suggestions about what this planning could look like by analyzing examples around the language ideology assemblages of language teaching and learning.

In "Good God but You Smart!" Nichole E. Stanford provides an account of how attitudes toward Cajun English (CE) perpetuate and are perpetuated by an economic system designed to maintain unequal power relations. While non-Cajun Americans are interested in what they see as Cajun culture, Stanford explains that most misunderstand what "Cajun" means, conflating the terms "Cajun, Creole, Louisiana, and New Orleans." While Cajuns themselves are an ethnically diverse group determined primarily by cultural identification, modern-day Cajun culture was established by the descendants of Acadians who settled in South Louisiana. Despite increasing interest in certain aspects of Cajun culture, Cajuns themselves are still subjected to stereotyping, misunderstanding, and discrimination. As explained in Stanford's introduction, this stereotyping extends to bias against speakers of CE, leading many Cajuns to censor CE features from their speech to achieve professional success. Throughout her book, Stanford skillfully combines memoir, family history, archival research, and survey data to explain to a general audience how Louisiana's history of linguistic and cultural discrimination has led to current attitudes toward Cajun culture and CE. The first chapter examines stereotypes surrounding Cajun culture and language. Though CE emerged as an identity marker during the "Cajun Renaissance" of the 1970s, most speakers still censor Cajun features from their speech due to widespread public perceptions of the dialect.

We present a description and an analysis of three related language games in Africa's Gulf of Guinea: Fa d'Ambô's Fa do Vesu, Lung'Ie's Faa di Vesu, and São Tomé and Príncipe Portuguese's P-language. We show how these language games can be used to investigate the linguistic features of their main languages and as learning resources for second language learners. First, we defend the common origin of these language games and that they emerged from contact with Portuguese settlers' Língua do Pê's varieties. Second, we discuss phonological issues, such as syllable structure, focusing on the loci of onglides, offglides, syllabic nasals, and word prosody. Finally, we discuss how these ludlings can help speakers, learners, and linguists perceive phonological properties as well as the contribution of describing and analyzing language games for language documentation.

This article investigates whole-class discussions of literature in the English classroom and the pragmatics of teacher interpretation in and through the voices of characters. In particular, it focuses on the whole-class oral reading and discussion of the Tennessee Williams' play A Streetcar Named Desire in an ethnically and linguistically diverse rural Canadian classroom, and the teacher's stylized "Southern" oral performances of significant characters as part of her responses to student answers in whole-class talk. Using extensive audio data from a 12th-grade English class and drawing from the analytic tools of the linguistic anthropology of education, this article raises questions of the potential functions of stylized characters' voices in literary critical talk. This research contributes to ongoing conversations regarding the pragmatics of voicing, stylization, and the intersections of teacher talk and literacy learning in classroom discourse, with specific attention to the pedagogic work of enregistering bundles of linguistic features with particular teacher-driven interpretive perspectives on literary characters.

The paper interprets Whorf's notion by turning to his original writings. Specifically, the paper makes a detailed analysis of Whorf's notion from anthropological linguistics, which largely deals with his famous distinction between overt category and covert category and his detailed description of the American Indian language Hopi; contrastive linguistics, which implies Whorf's research pedagogy by which the major differences between Hopi and English were found; and psycholinguistics which shows that Whorf would like to explore the deeper internalized meaning of language so as to uncover the true nature of language in the process of thinking. Therefore, the writer aims to have access to Whorf by rereading his original works and demonstrates what he has actually done in relation with those disciplines mentioned above.

The article studies theoretical issues of modern anthropocentric paradigm of scientific knowledge from the history of anthropocentric linguistics development as a special field of language science. The purpose of this study is to answer the question about human influence on the semiotic system. The material result is the unification of specific approaches to anthropological linguistics subject. Therefore, approach based on linguistics solved the problem of establishment of the human's linguistic nature, his language world. Conversely, the anthropocentric approach is focused on the person as a subject of speech activity that implements his communicative intentions in certain speech acts oriented to the world of semantics and mental human activities. Offered situations are examined on the actual material of the Russian language, which was analyzed from the standpoint of cognitive semantics. The problematics of anthropological linguistics, therefore, is not new and there are no sufficient grounds to consider it firmly established and generally accepted direction; only obvious trends are outlined, therefore it is better to talk about it as a linguistic paradigm having its own background in linguistics and closely related to other related sciences' issues.

This paper addresses the gaps between language documentation and language revitalization. It is intended for several audiences, including field linguists interested in supporting endangered language sustainability efforts and participants of all kinds in language revitalization courses, programs, and infrastructure. The authors contend that ethnographic methods have transformative potential for contemporary language revitalization practice. Using anthropological tools, linguists and/or speech community members can enrich documentary efforts, mobilize linguistic data for more effective revitalization programs, and improve assessments of language revitalization projects. Beginning with a discussion of ethnographic methods and their connection to existing linguistic practices, this paper moves on to address the impact of language revitalization planning and infrastructure on endangered language use. It then outlines key ethnographic concepts that were identified as particularly useful in two pilot ethnographic methods classes run by the authors in 2015 and 2016, each of which can be operationalized using the basic tenets of participant observation. These concepts present ways of re-evaluating understandings of "communities"; considering language ideologies, ideological clarification, and language socialization; recognizing the nature and implications of different social roles and identities of those involved in revitalization projects; and attuning to genre and intertextuality in the development of resources. The incorporation of both basic ethnographic methodologies and of conceptual frames like these can supplement a field linguist's or a language revitalization program's tools to help them better collaborate across differences, support and assess language programs, and understand the obstacles that may exist between them, their collaborators, and sustainable language vitality.

Purpose: By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher's testing narrative to illustrate how emerging positioning is relative to high-stakes testing shapes perception of pedagogical agency. Design/methodology/approach: Data were generated through a series of semi-structured interviews with an early career fourth-grade teacher, Ms Moore, in a school facing pressure to raise test scores. Using theoretical lenses of narrative positioning and a linguistic anthropological centering of constraint and emergence, 67 narratives of accountability were analyzed, with particular focus on how Ms Moore positioned herself relative to other actors involved in high-stakes testing and the consequent rights and duties these positions afforded. Findings: In narrating the constraints of high-stakes testing, Ms Moore positioned herself relative to three groups involved in high-stakes testing--"purposefully tricky" test creators, "disjointed" administrators and "worried" students. The rights and duties associated with three positions varied with respect to two dimensions -- proximity and hierarchy -- in turn providing her distinct resources for responding to the pedagogical constraints of high-stakes testing. Practical implications: Teachers might use positioning analysis as a tool to locate possibilities for agency amidst high-stakes testing, both by exploring the resources afforded by their positioning and by considering how alternative positions might afford different resources. Originality/value: These findings suggest that high-stakes testing serves as a dynamic and perhaps malleable constraint to teacher agency. Teacher positioning, particularly relative to hierarchy and proximity, provides possible resource for responding to such constraints.

This state-of-the-art review is based on the fundamental idea that political economy should be adopted as a frame for research and discussion in applied linguistics as part of a general social turn which has taken hold in the field over the past three decades. It starts with Susan Gal's (1989) early call for such a move in sociolinguistics and linguistic anthropology, that is, for "investigations of the links among language structure, language use, and political economy" (Gal 1989: 346), and moves from a consideration of theoretical bases to the discussion and critique of concrete examples of research. Thus, after a fairly detailed discussion of political economy and the key constructs neoliberalism and social class, the paper moves to a review of research in three broad areas. First, it focuses on how issues and constructs from political economy have been incorporated into discussions of education, work and leisure by a growing number of sociolinguists. This is followed by a review of research which has focused specifically on social class as a central organising construct and then a third section on political economy in language teaching and learning research. The review ends with a consideration of the future of political economy in applied linguistics research.

Peer tutoring is viewed as a valuable component of additional language learning due to the presence of a more knowledgeable interlocutor. Yet researchers and language program directors alike often ignore the linguistic and cultural differences that peer tutors possess, instead categorizing them homogeneously as "experts" or "native speakers." In this article, I use a case study to closely examine how knowledge is negotiated in one peer tutoring cohort. Grounding my analysis in ethnomethodological and linguistic anthropological notions of epistemics and expertise, I show how one peer tutor drew from various embodied, artifactual, and historical resources in order to negotiate lexical gaps and position herself as an expert in the target language. At the same time, I demonstrate how essentialist ideologies help construct a language expert by highlighting the learners' alignments to the tutor's epistemic stance as knower, even when faced with conflicting information. These findings question the ways knowledge and expertise are traditionally perceived in peer tutoring and other additional language learning contexts, emphasize the need for training peer tutors in cooperative learning methods and articulating their knowledge with that from the classroom setting, and highlight the complex ideologies that surround the 'right to know' a target language.

In this article, we invite a rethinking of traditional perspectives of language in autism. We advocate a theoretical reappraisal that offers a corrective to the dominant and largely tacitly held view that language, in its essence, is a referential system and a reflection of the individual's cognition. Drawing on scholarship in Conversation Analysis and linguistic anthropology, we present a multidimensional view of language, showing how it also functions as interactional accomplishment, social action, and mode of experience. From such a multidimensional perspective, we revisit data presented by other researchers that include instances of prototypical features of autistic speech, giving them a somewhat different--at times complementary, at times alternative--interpretation. In doing so, we demonstrate that there is much at stake in the view of language that we as researchers bring to our analysis of autistic speech. Ultimately, we argue that adopting a multidimensional view of language has wide ranging implications, deepening our understanding of autism's core features and developmental trajectory.

Purpose: This paper aims to outline the misguided underpinnings of the "word gap" concept promoted by Hart and Risley (1995). This concept posits that a "30 million word gap" between children of poverty and those from affluent households accounts for widespread academic disparities. Based on this premise, there has been a recent surge in educational programs that are based on a deficit view toward the language patterns of families from economically impoverished backgrounds. Design/methodology/approach: This paper is a discussion piece to debunk the "word gap" concept. Findings: Describing the language patterns of families in poverty as inferior is linguistically false and culturally insensitive. The aim of this paper is to explain why this is and suggest alternative approaches for supporting students who live in poverty. Originality/value: This paper is an original look at the so-called "language gap" and suggests strategies for helping students who might otherwise struggle to reach their potential.

Informed by Goffman's influential essay on "The neglected situation" this paper examines the contextual and interactive dimensions of performance in large-scale educational assessments. The paper applies Goffman's participation framework and associated theory in linguistic anthropology to examine how testing situations are framed and enacted as social occasions. It considers assessment as a shared focus of social activity, located in time and space, involving an assemblage of artefacts and actors. The paper presents ethnographic examples of adult literacy and numeracy assessment in Mongolia. The first part provides ethnographic description of a testing situation. The second part looks in detail at how linguistic interaction influences assessment performance.

ABSTRACT Purpose Methods Results Conclusion Clinical trials play a large role in oncological. Many barriers to participation in cancer clinical trials exist, including a patient's status as “culturally and linguistically diverse (CALD)”. Globally, it is thought that CALD patients experience lower rates of trial participation, although very few studies quantify rates of cancer clinical trial participation in this group. Our study therefore aims to characterize CALD participation in cancer clinical trials in an Australian setting.We conducted a retrospective analysis of data from the Cancer Clinical Trials Centre at Austin Health, a large tertiary metropolitan cancer center in Melbourne, Australia. Participation in cancer clinical trials between groups was compared using simple descriptive analysis, Chi‐squared analysis, and logistic regression.Of 2568 patients (mean age 57.9 years, 37% female) offered entry into a cancer clinical trial between 2018 and 2023, 26% were from a CALD background (n = 678), and 9% had a preferred language other than English (n = 219). A greater proportion of non‐CALD patients participated in a cancer clinical trial compared with CALD patients (37% versus 33% respectively, p = 0.04). In logistic regression models, Arabic (OR, 0.46; 95% CI, 0.21–0.93 [univariate]) and Greek (OR, 0.54; 95% CI, 0.31–0.91 [multivariate]) language groups, along with overall CALD status (OR, 0.81; 95% CI, 0.67–0.99 [univariate]) were associated with lower cancer clinical trial participation.We found that CALD patients, those born in non‐English speaking countries, and specific language groups, were associated with lower cancer clinical trial participation. [ABSTRACT FROM AUTHOR]

In this article, we explore the concept of heritage literacy as it emerged within a study of Hong Kong's Muslim communities. The research draws from the fields of literacy studies and linguistic anthropology, and utilises data from three respondents gathered using qualitative procedures, including repeat interviews, observations of heritage-related activities, and the collection of heritage artefacts. Our study finds that a range of heritage literacy practices occur in various community spaces and homes, are characteristically translingual and transmodal, and interconnect with everyday heritage practices in ways that may diverge from classical forms. Further, the ways that people adopt or adapt religious heritage marks this out as something that evolves over time and a way to resource heritage futures. We thus argue that the construct of heritage in our work is not a generic outcome of heritage language or heritage education, but stems from the specific literacy practices embedded within particular material and multi-voiced discursive arrangements. Building on these key dimensions, this paper presents a typology for heritage literacy inquiry, distinguishing it markedly from heritage language studies. It further advocates for the value of heritage literacy as a heuristic tool within multilingual and multicultural contexts, grounded in seven key principles. [ABSTRACT FROM AUTHOR]

Objective: HIV/AIDS disproportionately affects Black and Latino people in the United States, yet there is a lack of research on predictors of neurocognitive outcomes in these groups. We examined neurocognitive performance and its key predictors across White, Black, and Latino people with HIV (PWH). Method: Participants included 586 PWH of White, Black, and Latino (English- and Spanish-speaking) background. Neurocognition was assessed via demographically-adjusted Fluid Cognition Composite T-scores from the NIH-Toolbox cognition battery, and individual tests comprising this composite. Predictors examined included sociodemographic and HIV disease characteristics, and medical, psychiatric and substance comorbidities. Results: Compared to White PWH, English-speaking Latino PWH had lower T-scores on the Fluid Cognition Composite, as well as Flanker Inhibition and Picture Sequence Memory tests. While there were no other significant group differences on Fluid Cognition, both Latino PWH language groups performed worse than Black PWH on Flanker Inhibition, and Black PWH performed worse than White PWH on List Sorting. Separate multivariable linear regression models by ethnic/racial/language group showed that significant correlates of worse Fluid Cognition included depressive symptoms among White PWH; hepatitis C co-infection among Black PWH; hypertension among English-speaking Latino PWH; and higher estimated duration of HIV disease and depressive symptoms in Spanish-speaking Latino PWH. Conclusions: Findings suggest worse neurocognition among English-speaking Latino PWH compared to Whites. Predictors of neurocognitive function among PWH differ across ethnic/racial and language groups. Consideration of these HIV disease characteristics and comorbidities may be valuable in developing targeted culturally-relevant interventions aimed at ameliorating neurocognitive dysfunction among diverse PWH. [ABSTRACT FROM AUTHOR]

Background: Despite the need to increase engagement of underrepresented groups (URG) in Alzheimer's disease and related dementias (ADRD) studies, enrollment remains low. Objective: Compare referral sources across racial and ethnic groups among participants enrolled in ADRC studies. Methods: Data for this cross-sectional secondary analysis were extracted from the National Alzheimer's Coordinating Center Uniform Data Set. We performed mixed effects logistic regression models using generalized estimating equations for professional referral versus non-professional referral by racial and ethnic group, adjusted for age, gender, education, visit year, and Clinical Dementia Rating scale (CDR) with a random effect for study site. Results: Included in the analysis were 48,330 participants across 46 ADRCs (mean [SD] age, 71.3 [10.5] years; 20,767 female [57%]; 4,138 Hispanic [8.6%]; 1,392 non-Hispanic Asian [2.9%]; 6,766 non-Hispanic Black [14%] individuals; and 676 individuals [1.4%] of other races. Non-Hispanic Black and Asian participants had lower odds of being referred by a professional contact compared to non-Hispanic White participants (Black: adjusted OR = 0.61, 95% CI = 0.44–0.86, p = 0.005; Asian: adjusted OR = 0.65, 95% CI, p = 0.004). In participants who had completed an MRI, there was no significant difference in referral source across ethnic and racial groups. Conclusions: Further studies are needed to better understand the systemic and structural factors that contribute to differences in referral sources and disparities in recruitment of URG into ADRD studies. [ABSTRACT FROM AUTHOR]

This paper is intended mainly to describe the state of affairs of the Portuguese language and its presence within the Portuguese community of Sydney (Australia). The main objective of our research is to observe how language is present in the landscape, observing practices and discourses within the associative life, the community school and the local ethnographic museum. This research project is part of a sociolinguistic study on language practices and representations of identity in multilingual contexts. Thanks to the ethnographic observations and description, it was also possible to analyse the fundamental role of Heritage Languages (HL) through ideologies and representations. Our analysis will help to provide more insight into how language and its representations are a manifestation of group belonging observing the associative life, the ethnographic museum and the community school which is facing the challenge of the decline in pupil numbers enrolled and the position of a HL in terms of prestige and power within contemporary global society. [ABSTRACT FROM AUTHOR]

Abstract\nHIGHLIGHTSStudies of medical and psychological services suggest that congruence between provider and patient on various demographic factors may be associated with better retention outcomes, such research has not been extensively examined among Early Childhood Home Visiting (ECHV) programs. This study examines the effects of matching child’s primary language with the language spoken during visit and the extent to which ethnoracial and/or linguistic matching within HV-child dyads, is associated with retention outcomes in 2209 families enrolled in a long-term ECHV for low-income families with children between 2-4 years old. Logistic regressions with odds ratios were used to examine associations of varying degrees of HV-child ethnoracial and linguistic match with family retention rate among 839 families. Families with children who shared both the race/ethnicity and language as their home visitor were found 2.60 times more likely to complete the ParentChild+ program relative to their counterparts. Findings suggest promoting an ethnoracial and linguistic match with families may be a viable strategy for increasing retention in long-term ECHV programs. Future research should consider variety of measures to reflect the complexity of cultural match effects on program outcomes and investigate the roles recruitment, training and supervision can play when direct demographic match is not possible.sample of 2209 low-income diverse families in an ECHV programethnoracial and linguistic match predicted family retentionsample of 2209 low-income diverse families in an ECHV programethnoracial and linguistic match predicted family retention [ABSTRACT FROM AUTHOR]

This review illustrates how language ideologies about correctness, in speaking and writing, have been discussed in research on the role of language in education. Research illustrates a give-and-take between the interests of multilingual speakers and advocates of language diversity on the one hand and, on the other, the correctness ideologies embedded in institutional demands for correctness and standardization (in schools and language policies) and commodification (in the global educational marketplace). More subtle than ideologies of correctness, language ideologies about "appropriate" language emerge as related to race, ethnicity, gender, and other embodied biases, and the nuanced mechanisms of language socialization illuminate the persistent dynamics of these appropriateness ideologies. Finally, we discuss the relevance of postcolonial epistemologies, the collaborative participatory research methods that are reframing what counts as correct and appropriate for the study of language and education, and the emerging role of generative artificial intelligence for language in education. [ABSTRACT FROM AUTHOR]

Purpose: People with severe mental illness (SMI) experience high levels of unemployment. We aimed to better understand the associations between clinical, social, and demographic inequality indicators and unemployment. Methods: Data were extracted from de-identified health records of people with SMI in contact with secondary mental health services in south London, UK. A Natural Language Processing text-mining application was applied to extract information on unemployment in the health records. Multivariable logistic regression was used to assess associations with unemployment, in people with SMI. Results: Records from 19,768 service users were used for analysis, 84.9% (n = 16,778) had experienced unemployment. In fully adjusted models, Black Caribbean and Black African service users were more likely to experience unemployment compared with White British service users (Black Caribbean: aOR 1.62, 95% CI 1.45–1.80; Black African: 1.32, 1.15–1.51). Although men were more likely to have experienced unemployment relative to women in unadjusted models (OR 1.36, 95% CI 1.26–1.47), differences were no longer apparent in the fully adjusted models (aOR 1.05, 95% CI 0.97–1.15). The presence of a non-affective (compared to affective) diagnosis (1.24, 1.13–1.35), comorbid substance use (2.02, 1.76–2.33), previous inpatient admissions (4.18, 3.71–4.70), longer inpatient stays (78 + days: 7.78, 6.34–9.54), and compulsory admissions (3.45, 3.04–3.92) were associated with unemployment, in fully adjusted models. Conclusion: People with SMI experience high levels of unemployment, and we found that unemployment was associated with several clinical and social factors. Interventions to address low employment may need to also address these broader inequalities. [ABSTRACT FROM AUTHOR]

This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximise relevance, thereby minimising cognitive effort. Consequently, this response strategy can help boost collaboration. [ABSTRACT FROM AUTHOR]

The construction of the Sardar Sarovar Dam in the Narmada Valley in western India displaced more than 30,000 families, mostly from Indigenous communities. Many of those displaced were resettled in regions that had a starkly different ecological and social composition from the mountainous areas they were forced to leave. In this paper we draw on the anthropology of landscape, linguistic anthropology, and ethnophysiography to chart the transformation of referential landscape terminology in the indigenous Bhili language as a result of displacement and subsequent resettlement. We focus on semantic domains covering ecological features such as soil, rivers, and forests, as well as the use of land for functional purposes. In doing so, we demonstrate how bridging conceptual and perceptual ethnographic approaches to landscape provides a more holistic view of displacement that encompasses both the memories of the places left behind as well as the unfolding process of resettlement. [ABSTRACT FROM AUTHOR]

The present article revisits threatening discourses from the perspectives of anthropological linguistics, Cultural Linguistics, speech act theory and pragmatics. On the basis of linguistic data from 11th‐century Britain (Old English), 14th‐century Norway (Old Norse), 19th‐century Ireland (Early Modern Irish English and Modern Irish), 20th‐century Hong Kong (Hong Kong English) as well as 21st century South Africa (Black South African English), the discussion establishes verbal threats as socio‐pragmatic modes of action, that is, commissives that come as both illocutionary and perlocutionary acts. The main aim of the article is to elaborate on the central role that sociocultural norms and conventions play in the enregisterment of threat in a speech community at a given point in time. The article contributes to the development of forensic–linguistic threat assessment through a stronger focus on the sociocultural embeddedness of threatening discourses. [ABSTRACT FROM AUTHOR]

This study investigated how comfortable and secure heritage Spanish speakers feel about communicating in Spanish in public spaces of San Diego County, as well as the geographic distribution of Spanish use there. The goal was to determine the prevalence of Spanish use in the public sphere. Adult heritage Spanish speakers completed a survey about their language use in various public places, which were then mapped to determine the distribution of Spanish use. The results showed that participants felt Spanish was more welcomed in the south region of the county, close to the Mexican border, and less accepted in wealthy locales and in government institutions. Finally, the sociolinguistic distribution of Spanish in the county was analyzed to identify which areas and public spaces can be considered bilingual. [ABSTRACT FROM AUTHOR]

In order to distinguish between language-related ideologies, Ruiz (1984) proposed three language orientations, namely 'language-as-problem', 'language-as-right' and 'language-as-resource'. Although this typology has been applied to various countries and regions around the globe, relevant research in China, a multi-ethnolinguistic country, remains limited. Through a review of China's minority language policies and relevant literature, this paper explores the application of Ruiz's theory to the context of China and proposes two possible directions which can complement this theory. Firstly, the study found that there are different layers, complexities, and even contradictions under a broad/unified language orientation, and that minority languages can be simultaneously positioned as a 'right', a 'resource' and a 'problem'. Secondly, by investigating a particular ethnic minority language (the Nuosu Yi language), the study found that the written (literacy) and spoken (oracy) skills of the language can be positioned differently in language-in-education policies and practices. We therefore propose that a critical 'biliteracy continua' lens (Hornberger 2004) can provide further analytical nuance to the language orientations put forward by Ruiz (1984). [ABSTRACT FROM AUTHOR]

In the second half of the 20th century, Einar Haugen (in 1970) created the "language ecology" paradigm. At this time, the scientist referred to a new ecological study of the interaction between languages, both in the human mind and in multilingual communities. In later periods, the scope of applying the concept of "ecology" to linguistics began to expand even more. Pragmatics and discourse analysis, anthropological linguistics, theoretical linguistics, language teaching research, and all fields of linguistics have revealed the usefulness of ecological parameters such as environment and diversity in interaction. In addition, the vital topic of ecological degradation was accepted as a linguistic problem. At the beginning of the 90s of the 20th century, all the different approaches that somehow connect the study of language with ecology were gathered together and a single, new branch of linguistics was born: ecolinguistics. The ecological environment affects the linguistic behavior of the individual and determines the dynamics of interaction. The main subject of ecolinguistics is the language, the speaker and the mutual relations and contacts between man and nature. In European countries, attitudes towards the issues of ecological linguistics have been expressed and various theories have been formed. Research in that direction should be conducted in Azerbaijani linguistics, which is a part of world linguistics. [ABSTRACT FROM AUTHOR]

In November 2020, North Dakota reported a higher number of cases and deaths per capita from COVID‐19 than any other state in the United States. Several months later, it reported one of the country's highest rates of vaccine hesitancy, leading to the development and implementation of the state‐funded and physician‐led "Vaccine Champion" ("VaxChamp") program. Glossing the primary problem as one of "provider confidence," the VaxChamp program emphasized a standardized, scalable intervention that targeted healthcare providers directly, and patients only indirectly. Although the program hit its quantitative benchmarks, a qualitative inquiry into the program's history and context reveals multiple crises of confidence, many beyond the bioscientific domain of the program's focus. Drawing from work in medical and linguistic anthropology, we describe and analyze the "multiple levers of vaccine confidence" at play in the intervention and its surrounding context, as well as how these crises of confidence emerged. [ABSTRACT FROM AUTHOR]

Background: During the first nine months of the COVID-19 emergency, patients were encouraged to use virtual versus clinic visits if in-person care was not deemed necessary by clinical staff. This study examined the association of spoken language preference and ethnicity with use of video versus phone virtual visits by US Latino and Chinese adult patients who got care in the same healthcare system. Methods: We analyzed electronic health record data for four groups of adults aged 26-85y who had ≥ 1 primary or specialty care outpatient clinician visits during April-December 2020: 80,869 Latino adults preferring Spanish (LEP Latino); 214,765 Latino adults preferring English (non-LEP Latino); 23,430 Chinese adults preferring a Chinese dialect (LEP Chinese); and 49,710 Chinese adults preferring English (non-LEP Chinese). Prevalence of the following utilization outcomes were compared by language preference (LEP/non-LEP) within ethnicity and by ethnicity within language preference for four age subgroups (26-39y, 40-64y, 65-75y, and 76-85y): ≥ 1 virtual (video or phone) visit, ≥ 1 video visit, ≥ 1 phone visit, ≥ 1 clinic visit, video visits only, and phone visits only. We also compared ethnicity x language group differences within age subgroups using absolute difference and adjusted prevalence ratios derived from modified log-Poisson regression models that controlled for age and sex. Results: Among virtual users, LEP Latino and Chinese adults were significantly less likely to use video visits and more likely to use phone visits than non-LEP Latino and Chinese adults in the same age strata. The LEP/non-LEP difference in video visit use was significantly larger among Latino than Chinese patients, with no similar ethnic group difference observed for phone visits. Within the LEP and non-LEP language groups, Chinese adults were significantly more likely than Latino adults to use video visits and less likely to use phone visits. Conclusions: During the first nine months of the COVID-19 pandemic, uptake of video and phone virtual visits by Latino and Chinese adults significantly differed by LEP/non-LEP status within ethnicity and by ethnicity within LEP/non-LEP language group. These findings underscore the importance of disaggregating data by ethnicity and language preference when attempting to understand and study patient use of different virtual visit modalities. [ABSTRACT FROM AUTHOR]

This study examines whether linguistic synesthesia shares mapping directionality across languages and cultures in terms of language contact. This motivation has led to the examination of Sino-Korean synesthetic compounds compared to native Korean ones. A comparative analysis of Sino-Korean and native Korean synesthesia proposes that language contact has observed linguistic variations in transfer directionality in linguistic synesthesia. In other words, this study's results show that Sino-Korean compound synesthesia has a directionality model similar to Mandarin Chinese, which differs from previous universality models. In contrast, native Korean compound synesthesia directionality follows diagrams from Korean synesthesia research and previous studies based on Indo-European languages. [ABSTRACT FROM AUTHOR]

Louchébem, the ancient trade argot of the Paris butchers, is based on a word formation (or rather deformation) process used to disguise French words according to a rule. The butchers did not invent the process but borrowed it from Largonji  (a deformation of jargon). Words from this source are attested in the argot of the so-called 'dangerous classes', who used it to produce language opaque to the authorities. Louchébem combines a means of secrecy, an opportunity for language play and a tool for constructing craft identity. In this article, I present the linguistic and sociolinguistic details of Louchébem based on primary data collected from 233 traditional butchers. I further investigate secrecy in the modern context, when the key to Louchébem is available on the internet over 150 years after the emergence of the butchers' argot. My research shows that both internal and external factors influence how secret Louchébem really is. [ABSTRACT FROM AUTHOR]

Background: Drawing from research with 11th-grade history students, the authors illustrate how students' racial/ethnic and language experiences influence their analysis of Mexican American discrimination. Latinx students' experiences with white privilege helped them understand why 1940s Mexican Americans claimed whiteness to access better schools. However, students' experiences with instruction for Emergent Bilingual (EB) students interfered with seeing language segregation as a proxy for racial/ethnic discrimination. Methods: The first author collected three days of classroom field notes, conducted 15 student interviews, and collected 177 student work samples. The authors used a grounded theory approach to identify how students' racialized experiences help or hinder their historical analysis. Findings: The findings suggest that students' racialized experiences interplay with the disciplinary concepts of contextualization and presentism. Our findings complicate how disciplinary concepts alone do not sufficiently help students analyze how systemic racism manifests differently across historical moments. Contribution: This paper offers implications for how historical thinking skills can make space for students' racialized and linguistic experiences. Incorporating raciolinguistic analysis in tandem with historical thinking skills can lead to more nuanced conversations in the classroom about race/ethnicity and language in the past and present. [ABSTRACT FROM AUTHOR]

Translanguaging has been documented to be frequently adopted in day-to-day online interaction. To date, except for Ren and Guo's (2022. Translanguaging in self-praise on Chinese social media. Applied Linguistics Review 169. 1–22) pioneering study examining translanguaging practices in online self-praise, there has been scanty focus on how translanguaging is manifested in the realisation of specific speech acts, particularly the face-threatening speech act of refusing. To fill this research gap, the study explores the strategies, distributional patterns, and functions of translanguaging practices in digital refusals through the analysis of naturally occurring data collected on WeChat over five months. The findings indicate that online interlocutors utilized a wide range of translanguaging strategies from multimodal, multilingual, and multi-semiotic resources. Four turn positions are identified in decreasing order of frequency: single turn, turn final, turn medial, and turn initial. Furthermore, translanguaging in refusals denotes interpersonal, expressive, textual, and operational functions, with the first two constituting the majority. Based on these findings, three types of refusals shaped by translanguaging are identified, namely, refusals with translanguaging as a redressive strategy, refusals with translanguaging as a marker of mock impoliteness, and refusals with translanguaging as a facilitator of smooth online communication. The study concludes by highlighting that the nature of the speech act, digital genres and platforms, and the relationship existing between interlocutors contribute to translanguaging practices in online refusals. [ABSTRACT FROM AUTHOR]

This article examines the process of developing intercultural and linguistic competence among students in pedagogical universities in Kazakhstan. Among the country's rich ethnicities and languages spread across the country, the study examines the multiple challenges and opportunities faced in building cross-cultural understanding among students. The main focus of the research is the development of cross-cultural competence within Kazakhstan's educational field. The article emphasizes the importance of linguistic and cultural diversity as a foundation for development of intercultural sensitivity and dialogue. By exploring the intersection of cultural diversity and educational practices, the study explains key strategies for integrating intercultural competence into Kazakhstan's education system. Through a comprehensive analysis of socio-cultural dynamics and educational initiatives, the article offers insights into the effective development of intercultural competence among students, thus equipping them with essential skills to navigate and succeed in a globally interconnected landscape. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 article focuses on the variation found within Judeo-Georgian as it correlates with predetermined geographical and social categories and explores the changes it underwent as spoken by the small Jewish community remaining in Georgia and, later, as a consequence of contacts with other languages, in a new linguistic environment in Israel. The research is based on the theories and methods of variationist sociolinguistics and linguistic anthropology. Social and geographical factors were instrumental in shaping linguistic variation in Judeo-Georgian as one of the key identity markers of Georgian Jews. Geographical, social, and religious dimensions of Judeo-Georgian are discussed in relation to linguistic variables. The research builds on Sarah Bunin Benor's (2008) distinctive linguistic repertoire approach to Jewish languages. The varieties of Judeo-Georgian spoken in Georgia were based on local/regional dialects but differed from them through the use of Hebraisms/Aramaisms, displaced dialectisms, and archaisms. Upper-class Jews largely avoided using Judeo-Georgian, middle-class Jews used it in certain speech situations, and for lower-class Jews, it was the only means of communication. Regional and social peculiarities of Judeo-Georgian, as spoken in different parts of Georgia, as well as the changes caused by immigration, are manifest in the speech varieties spoken by Georgian Jewry in Israel. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid 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.)

After more than sixty years of research, it is now widely accepted that sign languages are real languages, sharing key properties with spoken languages. This means that spoken and signed languages together comprise one natural language system in some sense. But that is not the whole story. Here I probe more deeply into the two systems, and focus on the differences between them -- differences that are pervasive, systematic, and predictable. Taking the existence of two identical articulators in sign languages, the two hands, as a case in point, I show how the physical channel of transmission profoundly influences linguistic structure. Further support for the characterization of language proposed here, different systems in the same faculty, comes from the newly emerging sign language of the Al-Sayyid Bedouins. The Whole Human Language can only be fully understood by admitting and elaborating two types of language in one language faculty, and by acknowledging the fundamental role of the body in determining language form. [ABSTRACT FROM AUTHOR]