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The detection of toxic language in the Arabic language has emerged as an active area of research in recent years, and reviewing the existing datasets employed for training the developed solutions has become a pressing need. This paper offers a comprehensive survey of Arabic datasets focused on online toxic language. We systematically gathered a total of 54 available datasets and their corresponding papers and conducted a thorough analysis, considering 18 criteria across four primary dimensions: availability details, content, annotation process, and reusability. This analysis enabled us to identify existing gaps and make recommendations for future research works. For the convenience of the research community, the list of the analysed datasets is maintained in a GitHub repository. [ABSTRACT FROM AUTHOR]

Background: Endovascular clot retrieval (ECR) is known to reduce global disability at 3 months post stroke however limited research exists regarding the trajectory of specific clinical impairments including language, swallowing and cognitive deficits between onset and 3 months. Aims: To assess language, swallowing, and cognitive performance following ECR and explore whether impairment severity is correlated with modified Thrombolysis in Cerebral Infarction score (mTICI), stroke severity or quality of life (QoL). Methods: Assessment was completed within 7 days (T1), 1 month (T2) and 3 months (T3) post‐stroke. Performance was measured with the Functional Oral Intake Scale (FOIS), Repeatable Battery for Assessment of Neuropsychological Status (RBANS), Trail Making Test (TMT A and B) and Brixton Spatial Awareness Test. The Western Aphasia Battery (WAB) was used for left hemisphere stroke. QoL was measured with the Stroke and Aphasia Quality of Life Scale. Results: Twenty‐five participants (median 72 years; 64% male) were prospectively recruited following ECR. High reperfusion success (68% mTICI 3) and low stroke severity post ECR (median 24 h NIHSS = 3, IQR 7–18) were noted. At T1, 10 participants presented with aphasia, eight required a modified diet and 20 had impaired cognition. At T3 all had recovered to a normal oral diet, 39% had persistent cognitive impairment and 45% of patients with left hemisphere stroke remained aphasic. Performance on the WAB, FOIS, RBANS and TMT changed significantly over time (all p < 0.05). The severity score at T1 for all measures, excluding TMT B and Brixton, was significantly correlated with 24 h NIHSS. WAB scores at T3 were correlated with QoL (r = 0.618; p = 0.043). Conclusion: This exploratory study found the longitudinal performance of language, swallowing and cognition significantly improved over time and severity in the first‐week post‐ECR was correlated with 24 h NIHSS rather than the degree of reperfusion. WHAT THIS PAPER ADDS: What is already known on the subject: Randomised control trials have demonstrated the benefit of ECR in patients with ischemic stroke using global measures of disability and function. Limited research exists regarding the trajectory of specific clinical impairments including language, swallowing and cognitive deficits. There is also a reliance on screening assessments and a lack of consideration of the influence of co‐occurring impairments. What this paper adds to existing knowledge: This prospective study is amongst the first to explore the longitudinal trajectory of language, swallowing and cognitive impairment using a standardised assessment battery. Twenty‐four‐hour NIHSS was significantly correlated with language, swallowing, global cognition and some measures of executive function. Language performance post ECR was correlated with domain‐specific cognitive assessment of attention, immediate memory and delayed memory, which differed from swallowing performance post ECR that correlated with measures of executive function. What are the potential or actual clinical implications of this work?: It is important for speech‐language pathologists and the wider medical team to monitor language, swallowing and cognitive performance post ECR regardless of treatment success. Stroke severity at 24 h post‐ECR influences the severity of language, swallowing and cognitive impairments. [ABSTRACT FROM AUTHOR]

Previous research has asked whether European integration leads to the formation of a new kind of 'transnational class' or 'elite' in and around the European institutions in Brussels. This paper focuses instead on intra‐group distinctions and symbolic boundaries between EU professionals from different countries. Drawing on Bourdieu's notion of language as a marker of distinction, it argues that language continues to be a resource for symbolic boundary making. Empirically, this paper builds on in‐depth interviews with officials of the European Commission, who are at the heart of an emerging transnational elite of EU professionals. It shows that while Commission officials are multilingual and use multilingualism to construct themselves as a transnational group, intra‐group symbolic boundaries continue to be drawn based on competence in the Commission's two main working languages, English and French. Overall, this paper points out the overlooked importance of language differences for transnational professionals' symbolic boundary making. [ABSTRACT FROM AUTHOR]

Surprisingly little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency level of words that (a) this demographic seems to be expected to know and (b) could be needed for awarding organizations to create exams year‐on‐year. Key findings include that the proportion of low(er)‐frequency words in the corpus of exam papers seemed large, given the stage of the learners and the purpose of the assessments. Critically, these low(er)‐frequency words changed at a high rate between papers, likely incurring a heavy reliance on the lexical inferencing abilities of these relatively inexperienced language learners. The Challenge: Every year, approximately 250,000 16‐year‐olds in England sit high‐stakes exams in French, German, and Spanish. But how many and what kinds of words do these learners need to know to understand the listening and reading exam texts? And how often do these words change year‐on‐year? This article aims to address these questions by analyzing a corpus of exam papers. [ABSTRACT FROM AUTHOR]

Curricular innovations in English language programs have placed increasing emphasis on providing opportunities for students to speak in the classroom, often through communicative group activities. However, despite decades of advocacy for small group talk, a rigorous conception of the quality of talk in these groups is lacking, particularly in the ways students productively use talk to meet curriculum objectives. This paper presents an analytic framework for characterizing the productive use of small group talk, exploring data collected from English language learning students in a South Korean university. Findings demonstrate the students' talk developed in the robustness of the talk repertoires, the collaborative nature, and the connections of their talk to course outcomes. This paper closes with a discussion exploring English language students' talk, challenging current understandings of students' talk abilities by pushing beyond simple communication in a foreign language and towards productive small group talk. [ABSTRACT FROM AUTHOR]

Background: Children with Tourette syndrome (TS) have historically experienced problems in academic and social settings, yet their language and communication abilities have not been extensively researched. Aims: This scoping review maps the literature on the oral language and social communication abilities of children with TS in order to describe the nature of the current literature, present a summary of major findings and identify where gaps exist. Methods: A scoping review was completed to identify studies measuring the oral language or social communication abilities of children with TS. A systematic search of six electronic databases was conducted to obtain published and unpublished literature. All English studies measuring the oral language or social communication abilities of children with TS were included. Information was extracted from records and knowledge was synthesised in a narrative summary. Main Contribution: We identified 56 records for inclusion. Almost all records were located in journals within the fields of psychology and psychiatry. Skills most often studied were verbal IQ and verbal fluency. The literature suggests an increased prevalence of language disorders and social communication problems in children with TS; however, literature comprehensively detailing these challenges was scarce. Language strengths were identified in verbal intelligence, story/sentence recall, categorisation and performance on tasks at the single‐word level. Conclusions: Oral language and social communication skills are important for academic and social success. This review brings scattered literature together to provide up‐to‐date information about language in children with TS and highlights that there are considerable gaps in our knowledge about language and communication in this population. This scoping review can inform future research and support speech language pathologists in the assessment of young people with TS. WHAT THIS PAPER ADDS: What is already known on the subject: Speech‐language pathologists (SLPs) working in various contexts (e.g., schools, mental health teams) are likely to encounter children with Tourette syndrome (TS); however, the description of this population and potential communication characteristics is not well represented in the SLP literature. Previous literature reviews have reported strengths in verbal fluency and morphological processing. Challenges in expressive language, higher order language, social cognition and a propensity towards autistic traits have also been identified. What this paper adds to existing knowledge: This review differs from previous narrative reviews by employing a systematic approach to searching for literature. As a result, we identified 25 additional studies that had not been cited in previous reviews and additional relevant findings in 23 previously reviewed studies. This review confirms several previous conclusions about language in children with TS and extends or clarifies several others, thereby providing the most current information on oral language and social communication abilities. The use of current taxonomies of language and social communication helps to organise this literature for clinicians and researchers in speech‐language pathology and identifies a need for further research from the SLP perspective. What are the potential or actual clinical implications of this work?: These results imply that SLPs should screen children with TS for language disorders and investigate social communication and social interaction development. Clinicians can expect greater challenges in language and communication development for children with complex forms of TS (i.e., those who exhibit co‐occurring conditions such as attention‐deficit/hyperactivity disorder). The multidisciplinary nature of the current literature implies that clinical collaboration with other disciplines will be of particular benefit to serving this group of children. [ABSTRACT FROM AUTHOR]

There is a tension at the heart of Aristotle's understanding of organic activities, created by his appeals to the productive activities of craftsmen and his use of normative language to characterize the goals of such activities. In this paper I discuss two ways of interpreting Aristotle's teleology aimed at resolving this tension, and discuss a closely analogous tension at the heart of a number of contemporary defenses of teleological reasoning in biology. [ABSTRACT FROM AUTHOR]

Background: A resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem‐solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage. Objective: This study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage. Methods: The qualitative study employed two data sources to triangulate findings, using: (1) semi‐structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing‐in‐action, reflection‐in‐action, and reflection‐on‐action. Results and Conclusions: The findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age‐appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning. Implications: The study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, age‐appropriate instructional method that avoids decontextualised teaching and surface‐based learning. Instead, it encourages collaborative student work and contextualised learning, steering away from isolated and generic approaches. Lay Description: What is currently known about this topic: Teaching coding and computational thinking concepts and skills is complex due to their abstract nature.Teaching resources such as work samples, curriculum connections and tools are available to primary school teachers.There is no consensus on the most effective methods to teach these abstract concepts and skills.Primary school teachers default to applying general teaching strategies due to the lack of an age‐appropriate, specific activity sequencing model to use during coding instruction. What does this paper add: The study fills the existing gap by presenting a newly conceptualised instructional model, which considers the students' developmental stage of learning and pedagogical best practices.The study trialled the 3C Model with primary school students in a classroom setting.The study found that employing the pedagogical approach of the 3C Model increased students' engagement levels and resulted in enhanced curriculum learning outcomes. Implications for practitioners: Without an age‐appropriate instructional sequencing model students may not be grasping the underlying concepts.Simply focusing on the code without emphasising concepts such as decomposition and algorithmic thinking will result in shallow learning.Key considerations in using the 3C Model are ensuring that conceptual development occurs using physical computing devices and language students are familiar with prior to introducing coding language and its symbolic representations.Primary school teachers should consider incorporating physical interactive digital devices, physical movement, staged language development and subsequent coding procedures within the context of an engaging and authentic problem. This approach enables students to effectively grasp and represent coding and computational thinking concepts and skills, surpassing mere procedural and rote learning. [ABSTRACT FROM AUTHOR]

Background: Even though monitoring and control enactment are key aspects of self‐regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives: Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods: Seventy‐eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results: The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions: These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development. Lay Description: What is currently known: Monitor and control enactment are key aspects of self‐regulated learning (SRL).Adaptive learning technologies may reduce the need for learners to monitor and control their learning.Personalized dashboards support learners' monitoring behaviour and can potentially also support control enactment.Enactment of control could positively affect learners' motivation. What does this paper add: There is a large variation in how learners enact control and whether they comply with the scaffold.Learners who chose more difficult problems experienced more enjoyment, while learners choosing easy problems, experienced more pressure.Learners complied with the scaffold, experienced less choice, but also less pressure and more enjoyment.This study provides avenues to account for broader learner characteristics like SRL and motivation to optimize learning. Practical implications: Support control enactment by actively involve learners in choice during the learning process.Offer monitor and enactment in conjunction, as learners can only make well‐founded choices if they can monitor their learning process.Intrinsically and extrinsically motivated learners showed different choice patterns and learning experience.It is important to have an understanding and monitoring of learners' motivation. [ABSTRACT FROM AUTHOR]

New technologies have had a substantial impact on L2 learners' writing processes. Given the continuous nature of technological evolution, more work is needed to document L2 writers' learner‐initiated technology use, particularly their use of machine translation (MT) tools. This need is further solidified by recent calls for new pedagogical approaches to better prepare learners to use MT critically. The current study uses screen recordings, retrospective recall, and interviews to document what online tools L2 writers' use, how they use them, and what factors influence this use. Findings reveal that participants overwhelmingly rely on MT tools while writing. Moreover, they engage in complex actions with MT tools, which are influenced by language knowledge, beliefs about online tools, their own perceived roles in the writing process, and classroom policies. The paper ends with a consideration of the struggles that emerge to consider their pedagogical implications for supporting critical online tool use. The Challenge: How do L2 writers use online tools? Does it matter? To support L2 writers' critical and meaningful use of online tools, particularly the increasingly‐ubiquitous machine translation tools, we need to understand better how learners are using them. [ABSTRACT FROM AUTHOR]

Background: Children with phonological impairment present with pattern‐based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. Aims: To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4–5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). Methods & Procedures: Participants were 49 Australian‐English‐speaking children aged 48–69 months. Children were each taught four novel non‐words (out of a selection of eight) through stories, and word learning was assessed at 1 week post‐initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent‐samples t‐tests and Mann–Whitney U‐tests, and continuously using multiple linear regression. Outcomes & Results: There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. Conclusions & Implications: Children with phonological impairment can be lexically precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language. WHAT THIS PAPER ADDS: What is already known on the subject: There is limited research examining the word learning abilities of children with phonological impairment. Most previous research focuses on word properties such as phonotactic probability and neighbourhood density. Within the existing literature there are different reports and conclusions regarding the word learning abilities of children with phonological impairment and whether their word learning differs from that of children with typically developing speech. What this study adds to existing knowledge: This study found that vocabulary was the strongest predictor of word learning across children with and without phonological impairment. There was no significant difference in word learning ability between children with and without phonological impairment. However, children with lexically precocious vocabulary abilities were significantly better at word learning than children with average vocabulary abilities. What are the potential or actual clinical implications of this work?: Findings from this study support the importance of assessing and considering measures of word learning—including vocabulary—when working with children with phonological impairment. This study indicates that it is possible to use stories coupled with measures of confrontation naming and story retell to gain deeper insight into children's word learning abilities. [ABSTRACT FROM AUTHOR]

Recent investigations on how people derive meaning from language have focused on task-dependent shifts between two cognitive systems. The symbolic (amodal) system represents meaning as the statistical relationships between words. The embodied (modal) system represents meaning through neurocognitive simulation of perceptual or sensorimotor systems associated with a word's referent. A primary finding of literature in this field is that the embodied system is only dominant when a task necessitates it, but in certain paradigms, this has only been demonstrated using nouns and adjectives. The purpose of this paper is to study whether similar effects hold with verbs. Experiment 1 evaluated a novel task in which participants rated a selection of verbs on their implied vertical movement. Ratings correlated well with distributional semantic models, establishing convergent validity, though some variance was unexplained by language statistics alone. Experiment 2 replicated previous noun-based location-cue congruency experimental paradigms with verbs and showed that the ratings obtained in Experiment 1 predicted reaction times more strongly than language statistics. Experiment 3 modified the location-cue paradigm by adding movement to create an animated, temporally decoupled, movement-verb judgment task designed to examine the relative influence of symbolic and embodied processing for verbs. Results were generally consistent with linguistic shortcut hypotheses of symbolic-embodied integrated language processing; location-cue congruence elicited processing facilitation in some conditions, and perceptual information accounted for reaction times and accuracy better than language statistics alone. These studies demonstrate novel ways in which embodied and linguistic information can be examined while using verbs as stimuli. [ABSTRACT FROM AUTHOR]

Bounded rationality gets a bad rap in epistemology. It is argued that theories of bounded rationality are overly context‐sensitive; conventionalist; or dependent on ordinary language (Carr, 2022; Pasnau, 2013). In this paper, I have three aims. The first is to set out and motivate an approach to bounded rationality in epistemology inspired by traditional theories of bounded rationality in cognitive science. My second aim is to show how this approach can answer recent challenges raised for theories of bounded rationality. My third aim is to clarify the role of rational ideals in bounded rationality. [ABSTRACT FROM AUTHOR]

Background: It is well evident that individuals' levels of print exposure are significantly correlated with their reading ability across languages, and an author recognition test is commonly used to measure print exposure objectively. For the first time, the current work developed and validated a Simplified Chinese Author Recognition Test (SCART) and examined its role in explaining Chinese online reading. Methods: In Study 1, we constructed the SCART for readers of simplified Chinese and validated the test using data collected from 203 young adults in Mainland China. Participants were measured on the SCART and three self‐report tasks about their reading experiences and habits. Study 2 recruited additional 68 young adults in Mainland and measured their print exposure (with the same tasks used in Study 1), reading‐related cognitive ability (working memory, rapid automatic naming, Chinese character reading, and vocabulary knowledge), and Chinese online reading via an eye‐tracking passage reading task. Results: Results of Study 1 support the high reliability and validity of the SCART. Results of Study 2 indicate that SCART scores significantly predicted participants' online reading processing while controlling for subjective reading experiences and habits, and reading‐related cognitive abilities. Across two studies, we found converging evidence that the in‐depth recognition of the authors (i.e., participants have read the books written by these authors) appears to be a better indicator of print exposure than the superficial recognition of the author names. Conclusions: Taken together, this work filled in the gap in the literature by providing an evidence‐based, objective print exposure measure for simplified Chinese and contributes to a broader understanding of print exposure and online reading processing across different writing systems. Highlights: What is already known about this topicIndividuals' print exposure correlates with reading ability across languages, including Chinese.An author recognition test (ART) is commonly used to measure readers' objective print exposure across languages.ART scores predict offline reading performances across languages and online reading processing in readers of English. What this paper addsThe simplified Chinese ART developed here works well for readers of simplified Chinese, with the largest reader population worldwide.Deep knowledge in author recognition reflects print exposure better than does surface knowledge.ART scores also predict online reading processing in the case of Chinese. Implications for theory, policy or practiceThe simplified Chinese ART is now available for future researchers and practitioners.Future researchers may also consider assessing deep print knowledge in their ARTs.The simplified Chinese ART provides a cost‐effective way to estimate readers' online reading processing and patterns. [ABSTRACT FROM AUTHOR]

Background: Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct. Methods: Sixty‐nine Grade 4 students completed multiple tests of decoding, vocabulary, fluid‐reasoning skill, reading comprehension and three tests of syntactic comprehension: the TROG‐2, a sentence repetition test and a whodunnit test. Results: There was limited shared variance between the syntactic comprehension tests, indicating that they only partially tapped into the same construct. Furthermore, the TROG‐2 was more highly correlated with fluid‐reasoning skill than the other syntax tests. Finally, the TROG‐2 and the whodunnit test explained additional variance in reading comprehension after controls, while sentence repetition did not. Conclusions: There are important differences between syntactic comprehension tests. This has consequences both for the interpretation of previous studies of syntactic comprehension and reading comprehension and for the design of future studies as the choice of syntactic comprehension measure may directly influence the results of the study. Highlights: What is already known about this topicPrevious studies show that different formats of sentence comprehension tests may measure different skills, but little is known about which specific skills different formats tap into. What this paper addsSyntactic comprehension tests tap into a construct that is partially separate from vocabulary and fluid‐reasoning skill.The TROG‐2 and the whodunnit test both capture variation in reading comprehension, but the TROG‐2 is highly correlated with fluid‐reasoning skill. Implications for theory, policy or practiceThere is some support for the idea that syntactic comprehension constitutes a source of individual differences in reading comprehension, indicating that some children have difficulties understanding what they read due to poor syntactic comprehension.Researchers who want to isolate the syntactic comprehension skills needed for reading comprehension from other language skills should opt for syntactic comprehension tests in the 'whodunnit' format or the TROG‐2 format rather than sentence repetition tests.Tests in the TROG‐2 format are dependent on fluid‐reasoning skill and are not appropriate for studies that need to isolate syntactic comprehension from fluid‐reasoning skill. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics which led to the formation of Italian by reconstructing the language ideology of the teacher and polygraph Orazio Toscanella, i.e. one of those cultural mediators who, in the sixteenth‐century Venetian printing market, were actively involved in the promotion of the vernacular. Looking for traces of Toscanella's language ideology through a range of paratextual materials (title‐pages, prefatory letters), we reconstruct his ideas on the vernacular. These reveal an eclecticism which is not entirely coherent, but which can be understood in light of this polygraph's pedagogical objectives, and of his pressing need to respond to the market's requirements. By focusing on Toscanella's translation of Vives' Exercitatio, published in 1568 under the title Flores Italici, we then compare the ideas conveyed in the paratexts with the author's linguistic usage in the text: we thus show that Toscanella's eclectic ideas on language and his need to accommodate the market's requirements also shaped the type of vernacular he proposed to his readers. This focus on Toscanella's paratextual production allows us to investigate the way in which the 'high' vernacular model was re‐elaborated and disseminated to a broad audience, and the extent to which such re‐elaboration was influenced by commercial concerns. [ABSTRACT FROM AUTHOR]

Background: In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy. Objectives: Research on young children's digital literacy practices at home was reviewed to explore the positive and negative influences on early learning. This is important due to the children's rapid uptake of online digital technologies over the past decade. Methods: Peer‐reviewed research articles on home digital literacy practices of children (aged 0–8 years old) published between 2010 and 2021 from four education databases were carefully selected based upon pre‐determined criteria and examined using content analysis. Results and Conclusion: A high proportion of studies (29 of the 31; 93.5%) demonstrated significant benefits of young children gaining a range of skills, including digital operational, early literacy and language, socio‐emotional, and STEM, through the use of digital technologies at home. Five of the 31 (16.12%) studies reported negative effects of digital technologies in the home context, including distraction, aggressive behaviour, and false self‐confidence. Tablets and smartphone use gained greater momentum in the home context, especially between 2015 and 2021, and there was a positive shift in parental mediation, family involvement, and the children's home digital literacy practices. Implications: By leveraging children's acquisition of digital literacy skills in the home and taking into account the sociocultural context, we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains. Lay Description: What is already known about this topic: The literature shows use of tablets in the home by children have gained momentum.Parents have different attitudes towards using digital technologies in the home context.Parents have used different mediation strategies to control, supervise and support their children's home digital literacy practices. What this paper adds: Within the past decade, parents have extended their mediation strategies to support their children's home digital literacy practices.Young children move from early digital literacy to proficient digital literacy within the home.Home digital literacy practices can foster important skills in young children such as language and literacy, operational, socio‐emotional, and STEM.Artificial intelligence devices such as smart robots are extending children's home digital literacy practices. Implications for practice and/or policy: Understanding the sociocultural differences of young children can help parents, teachers, and policymakers to facilitate digital literacy skill acquisition.Fostering young children's basic language literacy, operational, socio‐emotional, and STEM skills through technology use in the home before formal education is essential.Extending young children's home digital literacy practices to other contexts such as the classroom is necessary. [ABSTRACT FROM AUTHOR]

Background: Critical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners. Objectives: This study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course. Methods: Fifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test. Results: Both groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention. Implications: The ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process. Lay Description: What is already known about this topic: Recent research has indicated that flipped classrooms can provide a more engaging context for encouraging active learning of students than traditional lecture‐based classrooms.Socratic questioning, which uses thought‐provoking questioning prompts to guide discussions, has been shown to be an active learning strategy to foster students' critical thinking skills.Social annotation tools are helpful in facilitating students' active learning in reading and comprehension. What this paper adds: This study proposed an annotation‐supported Socratic questioning (ASSQ) approach, merging the use of a social annotation tool and an active learning strategy, to enhance the instructional design of flipped language classrooms for English learners.Under the flipped learning conditions, the experimental group who learned with the ASSQ approach significantly outperformed the comparison group without this aid in argumentative writing performance.Under the flipped learning conditions, the proposed ASSQ approach could help both groups of students make satisfactory improvement in critical thinking skills, but there was no significant difference between the groups. Implications for practice: The combination of a social annotation tool and Socratic questioning into an integrated active learning approach can be applied to effectively flip argumentative writing courses for English learners.The proposed ASSQ approach can be adopted in longitudinal studies to explore its potential effect on critical thinking. [ABSTRACT FROM AUTHOR]

This paper reviews 26 reports into deaths and serious abuse of children in families who were subject to the No Recourse to Public Funds (NRPF) rule. Our analysis illustrates vulnerabilities caused by exclusionary policies, exacerbating social deprivation and isolation experienced by the children and families and making it more difficult for professionals to respond in ways which safeguarded children's welfare. Drawing upon a social model for protecting children that requires recognition of the social determinants of harm and the economic, social and cultural barriers faced by families, we examine the experiences of children and families with NRPF who were the subject of a serious case review, and the responses of agencies responsible for safeguarding child welfare. We conclude with recommendations for practices aimed at promoting the rights and well‐being of children and families subject to NRPF rules. [ABSTRACT FROM AUTHOR]

This paper investigates the role of language in determining the substitutability between foreign and native workers. Our identification strategy exploits the linguistic diversity of Switzerland, a country with three main official languages (German, French and Italian) shared by bordering countries. This makes the Swiss labour market very peculiar, since both immigrants and natives may (or may not) share the language spoken in the area of residence. We modify the standard nested‐cell labour demand model to account for the linguistic background of native and immigrant workers. We provide evidence about the central role of language in determining the extent of the imperfect substitutability between native and foreign workers, and their differential specialization in communication‐intensive jobs. [ABSTRACT FROM AUTHOR]

Introduction and Aims: Stroke survivors with aphasia (impaired language/communication) have poor outcomes and gaps in the clinical implementation of best practice contribute to this. Little is known, however, about speech pathologist perspectives on the touchpoints (key moments shaping experiences) in the clinical care pathway that have the greatest impact on service delivery nor how this varies by geographical location. We explored the experiences of speech pathologists who provide aphasia services to establish priorities for improvement and design. Methods and Analysis: This is the initial experience gathering and priority identification stage of an experience‐based co‐design (EBCD) project. Speech pathologists were recruited from 21 geographically diverse Hospital and Health Services in Queensland, Australia. Speech pathologists working in acute, rehabilitation and community services shared positive and negative experiences of delivering aphasia care in interviews and focus groups. Experiential data were analysed using qualitative thematic analysis to determine touchpoints. Priorities for service design were identified using an adapted nominal group technique. Results: Speech pathologists (n = 62) participated in 16 focus groups and nine interviews and shared 132 experiences of delivering aphasia care. Providing care in teams with poor awareness of the impacts of aphasia was identified as a key challenge, as poor patient‐provider communication was perceived to increase risk of adverse outcomes for patients. Speech pathologists identified areas for improvement related to their own professional needs (e.g., greater access to clinical supervision); collaborative health care (e.g., better coordination and interdisciplinary care to increase therapy time); and the service context and environment (e.g., psychological services able to support diverse communication needs). Conclusions: Speech pathologist delivery of aphasia services could be improved through increased access to clinical supervision, opportunities for peer debriefing and interdisciplinary care. Priorities for service design varied by geographical location and included: education to support care transitions (remote areas), improved referral pathways and service linkage (regional areas) and dedicated aphasia staffing (metropolitan areas). Patient or Public Contribution: A consumer advisory committee comprising people with aphasia (n = 3, authors K.M., K.D. and B.A.), their significant others (n = 2, authors J.D. and P.M.), and a Cultural Capability Officer (author G.B.) guided this research. The team: (1) reviewed participant information; (2) co‐designed surveys and workshop resources; (3) copresented research outcomes and contributed to publications. Research questions and study design (e.g., analysis methods and assessment measures) were developed by the research team (authors L.A., V.J.P., D.A.C. and S.J.W.). [ABSTRACT FROM AUTHOR]