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The study reported in this article examined the dynamics of plurilingualism, ethnicity, and effectiveness in intercultural encounters among a sample of 221 participants from Chinese universities via an online questionnaire and a situational judgement test comprised of three scenarios involving plurilingual and intercultural encounters. It employed latent profile analysis to identify distinct profiles based on participants' plurilingualism, including how they used their languages, their exposure to linguistic diversity in oral interactions, and their experiences with plurilingualism in society, school, and university. The study also considered participants' ethnic backgrounds and self‐reported intercultural effectiveness. The findings revealed two latent profiles characterised by notable differences in ethnic background, language proficiency, language use, and experiences of plurilingualism in society, school, and university. Additionally, the most consistent predictors of participants' behaviour in the three scenarios were their fluid language use and exposure to linguistic diversity during oral interactions. [ABSTRACT FROM AUTHOR]

The research field of multilingualism in education has grown exponentially over the last two decades, with more and more studies published every year on the need for teachers to validate the whole linguistic repertoire of their students and help them draw on their multilingualism as a resource. What has, conversely, not been accorded sufficient attention by researchers is the multilingualism of the teachers tasked with realising this. This oversight, as it were, raises ethical issues for researchers that go beyond macro ethical considerations like the need to ensure participant anonymity, their protection from harm, and data confidentiality. Education is itself a complex, ethical enterprise, where engagement with teachers and students requires greater faithfulness, exactitude, and respect on the part of researchers. The need for such engagement, from an ethical standpoint, has been magnified as governments globally implement multilingual initiatives in schools and universities that encourage teachers to harness the growing linguistic and cultural diversity that surrounds them (and of which they are a part). Based on a systematic review of 59 published works between 2016 and 2021, this article discusses the importance of adopting a fidelity-to-participants approach when researching multilingual language teachers. Such an approach has been missing from most studies, yet it would benefit researchers and their participants, as well as policymakers and educators in several ways. [ABSTRACT FROM AUTHOR]

Objective: Psychoses affecting people with epilepsy increase disease burden and diminish quality of life. We characterized postictal psychosis, which comprises about one quarter of epilepsy‐related psychoses, and has unknown causation. Methods: We conducted a case–control cohort study including patients diagnosed with postictal psychosis, confirmed by psychiatric assessment, with available data regarding epilepsy, treatment, psychiatric history, psychosis profile, and outcomes. After screening 3,288 epilepsy patients, we identified 83 with psychosis; 49 had postictal psychosis. Controls were 98 adults, matched by age and epilepsy type, with no history of psychosis. Logistic regression was used to investigate clinical factors associated with postictal psychosis; univariate associations with a p value < 0.20 were used to build a multivariate model. Polygenic risk scores for schizophrenia were calculated. Results: Cases were more likely to have seizure clustering (odds ratio [OR] = 7.59, p < 0.001), seizures with a recollected aura (OR = 2.49, p = 0.013), and a family history of psychiatric disease (OR = 5.17, p = 0.022). Cases showed predominance of right temporal epileptiform discharges (OR = 4.87, p = 0.007). There was no difference in epilepsy duration, neuroimaging findings, or antiseizure treatment between cases and controls. Polygenic risk scores for schizophrenia in an extended cohort of postictal psychosis cases (n = 58) were significantly higher than in 1,366 epilepsy controls (R2 = 3%, p = 6 × 10−3), but not significantly different from 945 independent patients with schizophrenia (R2 = 0.1%, p = 0.775). Interpretation: Postictal psychosis occurs under particular circumstances in people with epilepsy with a heightened genetic predisposition to schizophrenia, illustrating how disease biology (seizures) and trait susceptibility (schizophrenia) may interact to produce particular outcomes (postictal psychosis) in a common disease. ANN NEUROL 2021;90:464–476 [ABSTRACT FROM AUTHOR]

Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and learning of languages. As a result, research on language teaching and learning in super‐diverse contexts has acquired greater importance, yet the teaching of languages other than English (LOTE), specifically LOTE teacher beliefs and practices, has received comparatively little attention to date. To shed more light on teacher beliefs and practices as these concern the teaching of LOTEs to multilingual students, this study explored the extent to which 100 Arabic language teachers, working in UK‐curriculum secondary schools in the United Arab Emirates, used their students' multilingualism as a resource during lessons and developed their self‐regulation and language awareness through specific activities. The findings regarding the participants' efforts to develop their students' self‐regulation and language awareness revealed an unexpected, negative correlation between their degree of multilingualism and their reported practices. The Challenge: Foreign language teaching in super‐diverse contexts often consists of multilingual teachers and students from diverse backgrounds. How do teachers navigate and harness this super‐diverse multilingual environment when teaching languages other than English? This article explores Arabic teachers' use of multilingualism as a resource in schools in the United Arab Emirates. [ABSTRACT FROM AUTHOR]

Multilingualism has witnessed growing interest as a subject of academic study and as a state to aspire to for many of the world's citizenry. In tandem with this growing interest, countries around the world have started to implement foreign language curricula at schools that seek to prepare the coming generations to thrive in an increasingly multilingual global environment. In this respect, language teachers are likely to play a pivotal role in promoting the learning of multiple languages among students, with their beliefs about multilingualism informing their practices. This study reports on the beliefs of 460 secondary school teachers of English, French, German, Spanish, Italian, and Chinese in Norway and Russia regarding the benefits of being or becoming multilingual, the affordances of multilingual teachers, and the promotion of multilingualism in their respective countries. The findings indicated statistically significant differences between the participants based on the number of languages they taught and, to some extent, their country of residence. The observed differences hold important implications for teacher education programs and initiatives promoting the use of multilingualism as a resource in language education. [ABSTRACT FROM AUTHOR]

The 'dysconnection hypothesis' of psychosis suggests that a disruption of functional integration underlies cognitive deficits and clinical symptoms. Impairments in the P300 potential are well documented in psychosis. Intrinsic (self-)connectivity in a frontoparietal cortical hierarchy during a P300 experiment was investigated. Dynamic Causal Modeling was used to estimate how evoked activity results from the dynamics of coupled neural populations and how neural coupling changes with the experimental factors. Twenty-four patients with psychotic disorder, twenty-four unaffected relatives, and twenty-five controls underwent EEG recordings during an auditory oddball paradigm. Sixteen frontoparietal network models (including primary auditory, superior parietal, and superior frontal sources) were analyzed and an optimal model of neural coupling, explaining diagnosis and genetic risk effects, as well as their interactions with task condition were identified. The winning model included changes in connectivity at all three hierarchical levels. Patients showed decreased self-inhibition-that is, increased cortical excitability-in left superior frontal gyrus across task conditions, compared with unaffected participants. Relatives had similar increases in excitability in left superior frontal and right superior parietal sources, and a reversal of the normal synaptic gain changes in response to targets relative to standard tones. It was confirmed that both subjects with psychotic disorder and their relatives show a context-independent loss of synaptic gain control at the highest hierarchy levels. The relatives also showed abnormal gain modulation responses to task-relevant stimuli. These may be caused by NMDA-receptor and/or GABAergic pathologies that change the excitability of superficial pyramidal cells and may be a potential biological marker for psychosis. Hum Brain Mapp 38:3262-3276, 2017. © 2017 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The article reviews the book "The Criminological Imagination," by J. Young.