Search

The study "Understanding Vocabulary Knowledge of Secondary Students: A Convergent Study" explores the vocabulary proficiency of Grade 10 students at Saint Jude Academy in Maniki, Kapalong, Davao del Norte. Utilizing a convergent parallel mixed-method approach, the research integrates quantitative surveys and qualitative interviews to gauge the students' vocabulary knowledge across three key indicators: vocabulary form, vocabulary meaning, and vocabulary use. Findings reveal that students generally demonstrate a low level of vocabulary knowledge, with struggles in comprehension, pronunciation, and contextual application. Key psychological and motivational factors impacting vocabulary acquisition emerged, such as emotional satisfaction when learning new words and barriers like disinterest in English. Challenges in vocabulary comprehension and formation--like difficulties with word recall, understanding synonyms and antonyms, and grammatical usage--were significant. The study highlights the need for more engaging, student-centered vocabulary instruction to boost students' vocabulary knowledge and language skills. These insights aim to support educators in refining vocabulary teaching strategies, thereby enhancing students' language competence and readiness for academic success. [ABSTRACT FROM AUTHOR]

This study mainly focused on sociolinguistics, linguistic landscape (LL), and word formation. Methodically, this study materialized the photographed images used to describe this study's research. It denoted that LLs in General Santos manifested as being utilized in business sectors particularly in marketing and advertising. Various word formations were analyzed, such as misspelling, coining, compounding, and inflection. Results showed that misspellings are evident among the LLs and English is the widely used language among the selected LLs. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the language learning strategies and their contribution to the language competence of English major students in the teacher education program at Kapalong College of Agriculture Sciences and Technology. The researcher utilized a mixed-method design using the convergent parallel approach. Participants were English major students across all year levels at the college institution, with 204 students randomly selected for the quantitative phase and approximately 10 students purposively selected for the qualitative phase: 5 for in-depth interviews and 5 for focused group discussions. The results indicated that both the level of language learning strategies and language competence were high; the findings were rejected, which reveals that there is significant relationship between them. Further, the findings from both the quantitative and qualitative phases largely converged however, there was one divergent indicator. The study confirmed that language learning strategies significantly impact the enhancement of language competencies among English major students, facilitating effective and efficient language use in realistic contexts. It is recommended that language learners must also prioritize memory strategies despite from the indicators' lowest mean based from the results, such as mnemonic devices and spaced repetition techniques, to enhance vocabulary and grammar retention. Additionally, to improve speaking competency, students should engage in practical applications of the language within their specific contexts, allowing them to practice and develop fluency, essential for effective communication in professional, social, and academic environments. [ABSTRACT FROM AUTHOR]

ABSTRACT PhotoVoice invites students to capture photos of concerning issues, elaborate on them in writing, and share the photos and written accounts with the community, hoping for change. Inspired by critical pedagogy, it challenges teaching English as a set of linguistic skills/standards detached from students' life challenges. As a teacher‐educator and pedagogical advisor, I invited 18 Palestinian‐Israeli third‐year English studentteachers to implement ‘PhotoVoice’ in their English practice‐teaching contexts. They worked with small groups of school children on the PhotoVoice projects and reflected on the whole process in their portfolios. Thematic analysis of their reflections illuminated that the process was emotionally charged and changed their views of themselves as teachers. This innovative method for improving literacy skills while promoting change has significant implications for practitioners and policymakers, underscoring the need for fostering a more engaging approach to language education that connects literacy teaching with social action. It is especially important for minoritized students who are often offered limited opportunities to experience empowering pedagogies. [ABSTRACT FROM AUTHOR]

This study explores the effects of second language (L2) proficiency and the extent of exposure to the L2 on how L2 learners process nonlocal subject–verb agreement in English. A group of 61 adult Tagalog–English bilinguals, who began learning English before the age of 11, and a control group of 23 native speakers of English completed acceptability judgment and self-paced reading tasks. In the acceptability judgment task, both groups exhibited sensitivity to agreement violations, indicating their knowledge of subject–verb agreement in English. In the self-paced reading task, the L2 group exhibited delayed sensitivity to agreement violations compared to native speakers. Notably, the processing patterns of L2 learners were significantly influenced by their L2 proficiency in English. In contrast, the effect of language exposure was not significant. These results indicate that the ability of L2 speakers to compute nonlocal agreement in English is predominantly shaped by their proficiency. These findings suggest that while both L1 and L2 processing rely on fundamentally similar underlying mechanisms, L2 parsing appears to be more closely tied to language proficiency. [ABSTRACT FROM AUTHOR]

While verbs and argument structure constructions are essential for deriving sentence meaning, their roles in sentence processing remains less known. To address this issue, the present study explored how a verb’s lexical properties and the strength of verb–construction associations influence second language (L2) sentence processing. In two self-paced reading experiments, Korean-speaking learners of English and native English speakers read English argument structure constructions containing verbs with varying lexical properties and association strength. In both Experiment 1 (involving the prepositional dative construction) and Experiment 2 (involving the caused-motion construction), only the L2-English learners, and not the native speakers, spent more time integrating the target constructions with verbs of weaker associations than those with stronger associations. Furthermore, the learners exhibited greater difficulty with verb–construction integration when the verbs were less frequent and less concrete; L2 proficiency did not modulate these effects. Our findings support the constructionist approach, suggesting that both verbs and verb–construction associations play an instrumental role in sentence comprehension. [ABSTRACT FROM AUTHOR]

ABSTRACT Today, the majority of students learn English to use as a global lingua franca. New needs require revised curricula. Global Englishes Language Teaching (GELT) responds to this need for innovation to reflect the current use of English as a Lingua Franca (ELF). However, innovation is a complex matter, particularly when it involves divergence from ‘standard’, ‘native’ English norms. This article explores the role of parents in the implementation of GELT, an under‐researched group in the growing body of research. Interviews (n = 21) conducted before and after a GELT course on a postgraduate Teaching English to Speakers of Other Languages (TESOL) programme in the United Kingdom, plus six post‐course focus groups (n = 27) explored pre‐ and in‐service TESOL practitioners’ attitudes toward GELT. Our study explores this data to examine to what extent these teachers considered parental influence had on curriculum innovation. Findings reveal perceptions that parents still have strong attachments to ‘standard’ English and native‐speakerism, hindering potential GELT implementation and particularly on altering teacher hiring practices. A growing number of studies focus on GELT awareness‐raising amongst students and teachers. Our study highlights the need for more research on parental attitudes with regard to GELT, as well as how to raise their awareness of modern linguistic realities and how to ultimately involve them in the GELT innovation process. [ABSTRACT FROM AUTHOR]

This study examines the interplay among language proficiency, use and attitudes of Shenzhen-Hong Kong cross-border students (CBS), a unique group of Hong Kong students who reside in Shenzhen and attend school in Hong Kong. A questionnaire survey of over 500 CBS reveals that Putonghua is their dominant language, followed by Cantonese, while their hometown dialect and English play peripheral roles. CBS show strong preferences for Putonghua, both instrumentally and integratively. Statistical analyses indicate significant correlations between CBS’ proficiency in the four languages and their attitudes towards them. The study identifies pairwise associations among CBS’ use of Cantonese at school, their proficiency in the language, and their attitudes towards it, forming a reinforcing cycle. However, no such patterns were found for Putonghua or English. The study concludes that improving CBS’ Cantonese proficiency and emotional connection to the language is essential for their integration into Hong Kong society, addressing identity challenges, and fostering a cohesive sense of belonging. [ABSTRACT FROM AUTHOR]

Attitudes are crucial in education, impacting students' motivation, engagement, and achievement. This study explored Omani high schoolers' attitudes towards learning English and the differences in their attitudes per their demographics and other variables. The Attitudes Toward English scale was used with 576 students. The findings showed that the students' attitudes were mildly positive and that significant differences also emerged. Private school and science-track students showed more positive attitudes than government school and humanities students. Supplementary training also improved their attitudes, and parental education levels positively predicted their attitudes. More favorable attitudes strongly correlated with higher English achievement, indicating a need to nurture positive perspectives. The study provided insights into Omani students' attitudes toward English and showed that fostering positivity might enhance students' motivation, proficiency, and outcomes. Further research can evaluate interventions for shaping students' constructive attitudes. [ABSTRACT FROM AUTHOR]

Multi-word expressions (MWEs) serve as vital indicators of language development and have been a primary focus in second language acquisition research. The use of MWEs in spoken discourse, however, remains relatively under-explored. To address this gap, this study aims to investigate the current status and developmental features of MWE use in spoken English by Chinese learners of English across three proficiency levels based on Nattinger and DeCarricos' classification framework of MWEs. A comparative analysis of MWE usage patterns across these groups yields two key findings: (1) The overall proficiency in using MWEs is relatively low, marked by an imbalance and inaccuracy in MWE types. Specifically, learners exhibit minimal use of "polywords" and "institutionalised expressions" within the structural dimension, and "discourse devices" and "social interactions" within the functional dimension. Moreover, learners demonstrate a high error rate across various MWE types. (2) Although the overall proficiency in using MWEs shows no significant improvement across the three levels, an upward trend is observed in the usage of overall tokens, types, and various categories of MWEs in both dimensions, culminating in a significant increase in the variation of MWEs at the highest proficiency level. Drawing upon these findings, this study proposes several pedagogical implications for enhancing the teaching and learning of MWEs in spoken discourse. [ABSTRACT FROM AUTHOR]

Generative artificial intelligence (GenAI) has garnered considerable attention across various disciplines, including physics education. Numerous studies have explored the potential of using these tools in physics education by assessing their understanding of physics concepts. However, ChatGPT is the only model whose performance and integration into physics education have been extensively studied. Furthermore, previous research has primarily focused on English as the input language, leaving a gap in our understanding of other models and languages. This study aims to address this gap by examining the performance of Spark, another GenAI developed in China, in solving physics concept inventories. Four conditions were investigated: English input without explanation, English input with explanation, Chinese input without explanation, and Chinese input with explanation. The results showed that Spark's performance with English input was comparable to ChatGPT3.5 for the Force Concept Inventory but significantly lagged behind ChatGPT4. Notably, Chinese input with explanation significantly outperformed the other three conditions. This study also discussed concerns and issues related to Spark's physics conceptual understanding and language inequality. Finally, guidelines for incorporating GenAI into physics education were proposed. [ABSTRACT FROM AUTHOR]

The article explores the connection between Marlowe's "Faustus," the Horse-Courser, and werewolves, delving into the folkloric origins of the story and its possible interpretations. It discusses how Faustus tricks a horse-courser into buying a horse that turns into straw when it crosses water, drawing parallels to werewolf transformation tales. The text also examines the broader legend of transformation and shape-shifting, linking it to ancient beliefs and anxieties about alchemy and magic. The article suggests that Faustus's failure to transform himself into a Renaissance man reflects the play's themes of conflicting religious and secular views on transformation and knowledge. [Extracted from the article]

Background: Maternity and neonatal services are rapidly changing in Australia because of evolving needs of the community and patient population. Clinical practice guidelines focused on early interventions and prevention strategies can decrease risk for preventable negative health outcomes in this population. However, despite the existence of several clinical practice guidelines, their translation into practice remains problematic for healthcare services. Aim: To identify barriers and enablers for the implementation and adoption of clinical practice guidelines in maternal and neonatal settings. Methods: A rapid review was conducted according to Cochrane and World Health Organization guidelines. Systematic reviews, qualitative, quantitative and mixed-methods studies related to clinical guidelines in maternal and neonatal settings published in English Language between 2010 and 2023 meeting study eligibility criteria were identified using PubMed, Cochrane CENTRAL, EMBASE, and CINAHL databases. Findings: Forty-eight studies originating from 35 countries were reviewed, representing practice guidelines associated with maternal and neonatal care. Identified barriers and enablers aligned to five main themes related to the contextual level of impact: (i) healthcare system and systemic factors, (ii) patient and population, (iii) guidelines and standards, (iv) organisational capacity, and (v) health professional practice. Discussion and conclusion: Findings from this review shed light on the challenges and opportunities associated with introducing clinical practice guidelines in maternal and neonatal care settings. Implementation of guidelines into practice is complex, with different factors affecting their adoption and their use within healthcare settings. Addressing the multifaceted challenges associated with the implementation of clinical practice guidelines in maternal and neonatal care demands a comprehensive and collaborative strategy. Successful adoption of guidelines requires the involvement of stakeholders at all levels, supported by ongoing evaluation, feedback, and dedication to evidence-based practices. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethods & ProceduresOutcomes & ResultsConclusionsDiscourse production is a fundamental aspect of everyday life. There is a growing body of research on discourse production in persons with aphasia (PWA) but one understudied aspect of discourse production is the use of discourse particles. Understanding the role of discourse particles in PWA is crucial given the recent shift in clinical practice towards therapy at discourse level, addressing functional communication in everyday life situations. The limited available literature does not provide clear answers on how Dutch PWA use discourse particles. Because in Dutch discourse particles are more frequent and have other types of functions compared to, for example, English, studying the use of Dutch discourse particles by PWA can provide valuable insights in their discourse production.This study aims to compare the proportion of produced discourse particles between Dutch-speaking persons with and without aphasia, to investigate the distributions of the discourse particles produced, and to explore the functions of the discourse particles of interest.Discourse samples elicited by the adapted version of the Amsterdam Nijmegen Everyday Language Test from 27 persons with aphasia and 23 neurotypically healthy speakers were analysed for the use of discourse particles. Proportions of discourse particles were contrasted between persons with and without aphasia using a Wilcoxon non-parametric test. The distributions of the discourse particles were analysed using a linear mixed-effects model, and the functions of the discourse particles were examined qualitatively.The results show that persons with aphasia produce a larger proportion of discourse particles compared to neurotypically healthy speakers. The distribution of the discourse particles differs between the two groups, and we find that at least some discourse particles are used differently.This study reveals that Dutch-speaking persons with aphasia still employ some discourse particles effectively despite language difficulties. It furthermore shows that the frequency and manner in which these particles are used, as well as their role in communication, may differ significantly among the different discourse particles. This insight may inform therapeutic approaches. [ABSTRACT FROM AUTHOR]

Theories of sentence planning (Linear vs. Hierarchical Incrementality) differ in their assumptions about how much conceptual information speakers require to initiate linguistic encoding. This picture description study tested whether speakers’ selection of starting points for their sentences is influenced by the availability of information about a referent (perceptual accessibility) and by referent animacy (conceptual accessibility) in English and Russian, two languages differing in syntactic flexibility, case marking and other typological features. Target pictures showed transitive events with animate agents and animate/inanimate patients. One of the referents was previewed for 300 ms before presentation of the full picture. This preview manipulation was intended to enable earlier conceptual and lexical encoding of the first referent relative to the second referent. The frequency of agent-first structures and speech onset times (SOT) were compared between conditions as well as across the course of the experiment. The results showed that the likelihood of speakers producing agent-first responses (1) dropped when patient referents are previewed, (2) dropped when patient referents are animate, and (3) changed over the course of the experiment in English and Russian in different ways. Analyses of speech onsets of agent-first sentences also showed increases in processing costs in conditions where animate patients were previewed, consistent with a revision process taking place after early encoding of a referent that was not ultimately produced in sentence-initial position. Taken together, the findings suggest that both speaker groups engaged in linearly incremental encoding (i.e. reliance on minimal conceptual information to begin planning) to some extent, and that reliance on this planning strategy can change over time. The results are also discussed in the context of the Production-Distribution-Comprehension account. [ABSTRACT FROM AUTHOR]

The world over, bilingual education is acknowledged as a successful pedagogical strategy for language acquisition. Examining the lived experiences of Filipino instructors working in a bilingual and English program in Thailand was the aim of this phenomenological study. Semi-structured interviews were used in the study to gather data. Thirty-two Filipino teachers who taught English and other courses at government schools in the North Eastern Subregion (ESAN) participated in the study. The participants who had similar experiences teaching in bilingual and English program in ESAN's primary and secondary schools were chosen using the purposive sample technique. For the aim of the research, the interviews were transcribed, recorded, and arranged into different themes. The findings were grouped into five primary themes: (1) positive experience, (2) negative experience, (3) sources of employment information in Thailand, (4) solutions and (5) motivations. The findings showed that individuals working in the Bilingual and English Program held a variety of opinions, most of which had to do with the absence of systematic standards for evaluating students' performance, large class sizes, pay concerns, behavioral and attitude issues with Thai students, language barriers, issues with instructional materials, and issues with teaching pedagogies. [ABSTRACT FROM AUTHOR]

This study investigates the ability of listeners to categorize second language (L2) accents with high familiarity and examines how their linguistic background affects their categorization accuracy. The participants were first language (L1) Greek bilingual and multilingual listeners, who completed a task involving the categorization of talkers' origins. After listening to samples of English (the listeners' L2) and Greek-accented English, they assigned each sample to either England or Greece. Both bilingual and multilingual listeners showed accuracy above chance levels. This suggests among other findings that shared knowledge of the target language structure by both the talkers and listeners who speak the same L1 (i.e., Greek) and the use of common interlanguage patterns by the talkers may have aided in the easy identification of Greek-accented English by the listeners. Interestingly, multilinguals did not demonstrate higher accuracy than bilinguals in categorizing accents, indicating that the exposure advantage found in previous research may not apply when familiarity effects are strong. Another important finding was the better identification of Greek-accented English compared to English by the listeners; this provides evidence that listeners were more attuned to the acoustic features characteristic of the former accent. The findings carry theoretical and pedagogical implications for L2 acquisition and crosslinguistic speech perception. [ABSTRACT FROM AUTHOR]

This meta-analysis examined how focus guided the allocation of readers' attention in natural reading of Chinese and English. After the literature search and screening, 15 eye movement experimental studies were obtained, and Cohen's d effect values (consisting of 480 subjects and 552 groups of experimental materials) were extracted to explore the focus effect values of various eye movement indicators and to explore whether they are regulated by focus marking and language type. The indices of first fixation time (FFD), gaze time (GD), total fixation time (TFD), and regression path reading time were selected for analysis. The findings were as follows: (1) In the focus condition, the first fixation time, the gaze duration, and the total fixation time of focus in the target region were shorter. They had medium effects. (2) Subgroup analysis revealed no difference in the effect size between Chinese and English media or in the types of focus marking (focus particles vs. syntactic markers). Additionally, the focus effect was not adjusted. This indicates that focus, as a special grammatical marker, has the characteristics of stably attracting attention resources and promoting information processing faster, regardless of language type and marking method. Nonetheless, it is easily influenced by other language rules. [ABSTRACT FROM AUTHOR]

360° videos have yielded satisfactory outcomes in English learning. However, there exists a dearth of research that delves into the efficacy of these videos for self-directed learning of English. This study aimed to investigate the factors that influence students' use of 360° videos in self-directed learning of English by using the integrative model of behavior prediction as the theoretical background. The study sample consisted of 457 university students from China. A questionnaire was used to collect data. The questionnaire entailed few open questions and 26 items distributed among six factors: Attitudes, self-efficacy, subjective norms, behavioral intention, self-regulated skills, and actual use. SPSS 22.0, JASP, and SmartPLS 4 were used for data analysis. The results revealed significant direct effects of attitudes and self-efficacy on behavioral intention and direct effects of behavioral intention and self-regulated skills on actual behavior. However, the results showed that subjective norms and self-regulated skills did not have a direct effect on the behavioral intention, and that behavioral intention did not affect actual behavior through self-regulated skills. The implementation of 360° videos garnered interest among students for self-directed learning of English. The influence of self-regulatory skills on the utilization of 360° videos is noteworthy, as it may contribute to fostering a sense of ease and comfort among students and other stakeholders. [ABSTRACT FROM AUTHOR]

This qualitative study examines how Latina mothers with multilingual children institutionally designated as English Learners negotiated dominant notions of competence in their dual language bilingual program. Findings demonstrated that Latina mothers reclaimed competence for themselves and their children by interrogating intersecting, hegemonic constitutions of competence while employing various forms of motherwork to support their children’s learning and well-being. Specifically, they sustained their children’s expansive, historicized identities and language practices, advocated for their children’s access to interdisciplinary, multimodal learning experiences, and asserted their children’s right to wellness and personal agency in utilizing bilingual educational spaces. Findings from this study have implications for how to contest problematic institutional conceptualizations of families in schools, and how to create programming and leadership structures that elevate Latina mothers as critical leaders of collective mobilization efforts aimed at equity and justice in bilingual educational programs. [ABSTRACT FROM AUTHOR]

The use of English in advertising across non-English-speaking countries is pervasive, often seen as a strategy to evoke prestige, modernity, and global appeal. However, its effectiveness may depend on factors such as text length, linguistic complexity, and local language use, which remain underexplored. This study investigates how Spanish and Polish consumers respond to English-language advertisements of varying lengths (for a cream, a watch, and a perfume) featured in women’s glossy magazines, examining whether English is as effective as often assumed or if its impact is moderated by these factors. The study involved 210 university students: 105 from the Catholic University of Murcia (Spain) and 105 from Maria Curie-Skłodowska University (Poland). Findings reveal that while both Spanish and Polish participants generally favored advertisements primarily or partially in English (i.e., code-mixed) over those solely in their native languages, this preference did not consistently enhance their evaluations of the advertised products. Products were rated more favorably when presented in the native language, especially in longer, more linguistically complex ads. By contrast, shorter ads elicited more positive attitudes towards the product when English was used. These findings suggest that the symbolic appeal of English interacts with linguistic complexity and cultural factors, indicating that English is not universally effective in advertising. While English remains attractive to consumers, its use should be balanced with considerations of clarity, comprehension, and the cultural resonance of the local language to avoid undermining advertising effectiveness. Results highlight the nuanced role of English in advertising, challenging assumptions about its universal appeal and providing insights into designing multilingual campaigns that resonate with diverse audiences across Europe. [ABSTRACT FROM AUTHOR]

Studies looking into second language development have shown that findings about a group of learners cannot be transferred to individual learners. In this study, we explored ways to meaningfully group individuals starting from the data and investigated whether this grouping can give extra information about learning trajectories that goes beyond the individual learner. We followed 61 learners for 10 months, collected information about various individual difference variables at the start of the study, and investigated speaking development by collecting data on a weekly basis. We investigated whether it was possible to discern learner types through cluster analysis starting from five individual difference variables. This resulted in three learner types that differ from each other in their speaking development. Within each learner type, there are differences but also clear similarities across learners. The study shows that adopting a person‐centered approach to grouping learners can contribute to uncovering patterns in learners’ development. [ABSTRACT FROM AUTHOR]

AbstractGames are used as effective pedagogical tools in language classrooms. Gamifying language tasks can motivate learners to actively participate in the learning process. Probing how games in English language classrooms enable rhizomatic learning, this research study explores how the use of collaborative drawing, elements of gamification, and improvisation function as agents for rhizomatic learning. The study also attempts to find the pedagogical implications of developing learners’ speaking proficiency through map-drawing games. In the intervention, a teacher-led map-drawing game adapted from The Quiet Year by Avery Alder was used with 7th-grade learners from India to understand how this game influences their speaking proficiency. The learners in groups engaged in the game by drawing maps, building communities, and creatively responding to the prompt cards facilitated by the researcher. This qualitative study illustrates the non-linear affordances of rhizomatic learning through games in an English language classroom. Post-game activities, such as discussions with hypothetical questioning through prompt cards were analysed. The findings of the study discuss the pedagogical implications of developing learners’ speaking proficiency through games. The results may also assist researchers and educators in formulating more strategies that involve creative practices and gamification of tasks in language classrooms with the informed nature of rhizomatic learning. [ABSTRACT FROM AUTHOR]

AbstractObjectiveDesignStudy sampleResultsConclusionsTo explore the effects of language on word recognition ability and associated access to cochlear implants in Spanish- and English-speakers with hearing loss.Retrospective chart review.The study included 1411 English and Spanish-speaking adults with sensorineural hearing loss. Word recognition as a function of pure-tone average was evaluated by test language. Sensitivity and specificity of word recognition testing performed using the NU-6 and Spanish Bisyllables in discriminating between cochlear implant and non-cochlear implant candidates were analysed.Spanish-speakers had significantly poorer thresholds compared to English-speakers, yet significantly better word recognition, t(2763) = 1.86, p < 0.05. The effect of test language on word recognition increased with increasing hearing loss severity, F(3, 2762) = 6.03, p < 0.001, partial η2 = .007. The sensitivity and specificity of word recognition testing were 93% and 74% respectively for Spanish, and 95% and 75%, respectively, for English word recognition tests in meeting referral criteria for cochlear implant evaluation.Based on classification performance analysis, Spanish and English word recognition measures exhibit comparable effectiveness in referring patients for cochlear implant evaluation. While Spanish-language measures yielded better performance, this does not result in a significant difference in referral rates for Spanish versus English speakers for unaided word recognition scores of 60% or less. [ABSTRACT FROM AUTHOR]

According to UNESCO. 2020. World atlas of languages, 3rd edn. United Nations Educational, Scientific and Cultural Organization. Available at: https://en.wal.unesco.org, the Tongan language is classified as ‘potentially vulnerable.’ This study aimed to identify a core Tongan vocabulary and develop a web-searchable database to support the preservation and accessibility of the language. Due to the lack of a large-scale corpus for calculating lexical frequencies, we utilized vocabulary from the Students’ English-Tongan and Tongan-English Dictionary (Thompson, Richard H. & ‘Ofa Thompson. 1992. The students’ English-Tongan and Tongan-English dictionary. Tonga: Faletohi ‘Otumotu Angl’ofa’), a resource commonly used in Tongan schools. This dictionary compiles words used in both Tongan and English in everyday life. By examining processing speed and accuracy rates in lexical decision tasks, we identified a core Tongan vocabulary. Lexical decision tasks conducted on 4,013 words from the dictionary demonstrated a mean accuracy of 95.40 % and a rapid mean reaction time of 575 ms. A comparative analysis with an equal number of high-frequency words in English (Balota, David A., Melvin J. Yap, Michael J. Cortese, Keith A. Hutchison, Brett Kessler, Bjorn Loftis, James H. Neely, Douglas L. Nelson, Greg B. Simpson & Rebecca Treiman. 2007. The English lexicon project. Behavior Research Methods 39. 445–459) and French (Ferrand, Ludovic, Boris New, Marc Brysbaert, Emmanuel Keuleers, Patrick Bonin, Alain Méot, Maria Augustinova & Christophe Pallier. 2010. The French Lexicon Project: Lexical decision data for 38,840 French words and 38,840 pseudowords. Behavior Research Methods 42. 488–496) revealed that Tongan words were processed more quickly, though with an average accuracy approximately 2 % lower than the English and French words. Despite this slight difference in accuracy, the overall comprehension level for Tongan words remained high, with accuracy exceeding 95 %. Given the faster processing speeds observed, we propose that these words represent a core vocabulary in Tongan. To facilitate access to this vocabulary, we developed a web-based search engine (https://tonganlex.vercel.app/), which provides detailed information on letter (grapheme) count, phonemes, moras, parts of speech, meanings, as well as lexical decision times and accuracies. This study contributes to the accessibility of the Tongan language by making essential lexical information readily available online. [ABSTRACT FROM AUTHOR]

This study aimed to explore the use of Language 1 (L1) in the Teaching Grammar class of 24 prospective English as a Second Language (ESL)/(L2) teachers in a Philippine Higher Education Institution. The majority of the research that has been done on L1 usage in language classes is oriented on teachers' opinions, with little attention paid to students' viewpoints directly or in-depth. This study aimed to highlight this disparity and stimulate more investigation into students' views on L1 usage in an English course. This study used a sequential explanatory mixed-method research design, utilizing observation and semi-structured interviews to gather necessary data during the second semester of school year 2023-2024. The study revealed that most participants used their L1 during their Teaching Grammar class. Using their L1 to communicate complex data helps them engage more deeply with the topic. However, it hinders the growth of English as the academic language. Anxiety and limited vocabulary were the factors unveiled. Anxiety may have been induced by past experiences, societal expectations, or academic constraints. Moreover, the participants frequently code-switch since they lack vocabulary. This suggests the need for vocabulary-building strategies. Hence, the findings highlight the need for targeted strategies to support students in their language learning journey. School administrators may provide facilities or learning resources for curriculum implementers to include in language-acquisition activities. Future researchers may delve into action research by using strategy and intervention materials. [ABSTRACT FROM AUTHOR]

This paper explores a case of suspension of data input during the acquisition of a second language by a young Korean child acquiring English in an English-only nursery school in the United States. Data suspension occurred naturally when the child returned to Korea for a summer where only Korean was spoken. Systematic investigations using an enriched case study methodology which assessed the nature of the child's English target language acquisition both before and after the Korean Summer revealed significant advances in his English after the Korean Summer despite the absence of English input during this time. Several hypotheses regarding the nature and explanation of this advance are tested. It is argued that significant internal linguistic integration leading to systematization of linguistic knowledge occurred in the absence of synchronous language data input, demonstrating the significance of internal computational processes over and above language data input in the language acquisition process. Results have implications for understanding the fundamental nature of language acquisition. [ABSTRACT FROM AUTHOR]

We report evidence of sound symbolism for the abstract concept of time across seven experiments (total N = 825). Participants associated the future and past with distinct phonemes (Experiment 1). In particular, using nearly 8000 pseudowords, we found associations between the future and high front vowels and voiced fricatives/affricatives, and between the past and /θ/ and voiced stops (Experiment 2). This association was present not only among English speakers but also by speakers of a closely related language (German) and those of a more distantly related language (Hungarian; Experiment 3). This time‐sound symbolism does not appear to be due to embodied articulation (Experiment 4). In sum, these studies identify a robust time sound symbolism effect, along with tests of underlying mechanisms. [ABSTRACT FROM AUTHOR]

ABSTRACT The emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study explored the possibility of GELT integration in English classrooms from the lens of 18 students, nine teachers, and nine administrators at nine secondary schools in southern Thailand through focus group discussions and semi‐structured interviews. The data from the qualitative content analysis revealed participants’ positive perceptions of GELT since it was viewed as instrumental in preparing learners to take a practical approach when utilizing English beyond specific forms and norms. However, challenges remained in establishing GELT, especially in contexts dominated by native‐speakerism and linguistic imperialism ideologies. Achieving this goal demands coordinated efforts among TESOL practitioners at all levels. These initiatives involve both policymakers who shape English education through top‐down directives and educators, who implement these strategies from the bottom up. The success of this collaboration is critical in revisiting English learning aims, repositioning English proficiency assessment, embracing sociocultural relevance in ELT, introducing translanguaging pedagogy for ELT, and redefining English instructional models to reflect the global diversity of English more accurately. [ABSTRACT FROM AUTHOR]

Lexical dynamics, just as epidemiological dynamics, represent spreading phenomena. In both domains, constituents (words, pathogens) are transmitted within populations of individuals. In linguistics, such dynamics have been modeled by drawing on mathematical models originating from epidemiology. The basic reproductive ratio is a quantity that figures centrally in epidemiological research but not so much in linguistics. It is defined as the average number of individuals that acquire a constituent (infectious pathogen) from a single individual carrying it. In this contribution, we examine a set of lexical innovations, i.e., words that have spread recently, in four different languages (English, German, Spanish, and Italian). We use and compare different ways of estimating the basic reproductive ratio in the lexical domain. Our results show that the basic reproductive ratio can be somewhat reliably estimated by exploiting estimates of lexical age of acquisition and prevalence but that the derivation based on diachronic corpus data comes with certain challenges. Based on our empirical results, we argue that the basic reproductive ratio can inform about the stability of newly emerging words and about how often such words are successfully propagated in linguistic contact events. Our analysis shows that an average lexical innovation that has spread in the previous two centuries has been passed on by each individual only to a handful of contacts. [ABSTRACT FROM AUTHOR]

ABSTRACT This study investigates the connection between access to English during early schooling (Urdu‐medium public schools and English‐medium private schools), the impetus of investing in a graduate classroom, and their role in shaping learners' habitus, and identities. Using cultural capital and investment as the conceptual lens and students' interviews as the data, collected from a Pakistani university graduate classroom, the study explores access to English (cultural capital) and sees whether it symbolizes a privileged position in an all‐English milieu classroom setting. Grounded in a phenomenological design, the thematic analysis of the data demonstrates that English is not only perceived as invested capital but is also instrumental in (re)shaping the learners' self. The extent of access to learning English in schools not only facilitates (dis)advantaged positions but also defines symbolic power and the sense of (not)belonging to the classroom setting. The findings also exhibit that the learners' perceived positioning has a direct relationship with their investment in English and the potential returns in the form of capital valued in the social market. Having socioeconomic prestige associated with access to English, it is essential to revisit education policies, train teachers, and introduce inclusive curricula for promoting equitable access to learning English—the dominant language in Pakistan. This study suggests that English has considerable social consequences for learners in Pakistan, the degree of convergences with and divergences from this study's findings in other contexts may also be explored. [ABSTRACT FROM AUTHOR]

ABSTRACT This study aims to examine the effect of alignment on the listening and speaking continuation task (LSCT). A total of 47 Chinese L2 English learners were recruited as participants for the study. They were divided into two groups and were instructed to complete two separate continuation tasks with different input languages (English and Chinese). The scripts of oral continuation performed by the participants were analyzed from four aspects: word frequency, accuracy, fluency, and complexity. The results indicated that the effect of alignment exists in LSCT, especially in terms of lexicon and accuracy. When conducting English LSCT, participants tended to use more frequently the words that appeared in the audio story and paid more attention to the morphological characteristics of words, and participants achieved higher accuracy when the input language was English. However, there was no significant difference in terms of fluency and complexity between English and Chinese LSCT. [ABSTRACT FROM AUTHOR]

Education is a fundamental factor in the development and empowerment of citizens worldwide. Education provides the opportunity to gain knowledge and information, fosters self-esteem and confidence, and helps individuals realize their potential. The right to education is guaranteed by the Constitution of Ukraine, as the supreme law, and is protected by the state. An educated nation is a strong state and the key to the success of the entire country. Children are the asset of the state. Guaranty and protecting children's rights is one of the most important tasks of the government, as the younger generation is the foundation for creating the future of every country in the world. Educated children today are the guarantee of a successful country tomorrow. Therefore, the legal protection of childhood is a priority in achieving the goals set by the state. The right to education is a fundamental socio-cultural right that ensures the stable development of the younger generation. Children's right to education is one of the fundamental rights guaranteed and regulated by all states. The education sector, like all areas of society, has undergone significant changes in the context of martial law. We have all had to learn and continue learning to live in these new conditions: some continue to pursue education, while others continue to work. Part of the participants in the educational process, due to life-threatening conditions, military actions, and the temporary occupation of certain territories, have been forced to relocate within Ukraine or abroad. Many teachers and students still live in temporarily occupied territories and require special state support. Some educational institutions have been physically des troyed. During the war and after it ends, the primary task of the education sector is and will be to ensure the quality of education at all levels. The education system in Ukraine is currently undergoing a process of reform. With changes in social living conditions, the legal framework of the country is being forced to change and adapt to European standards. [ABSTRACT FROM AUTHOR]

This paper delves into the critical role of learner models in educational assessment and includes a systematic review of recent literature on AI and K-12 education. This review brings to light gaps and opportunities in current practices and serves as a foundation for the Fair AI Framework, which centers on fairness and transformative justice, and aspires to influence AI applications to ensure they are inclusive of diverse learners. This paper concludes with a recommended path forward that underscores the critical importance of learner models in accessible, inclusive, equitable, and valid assessment for all learners. [ABSTRACT FROM AUTHOR]

Equitable information dissemination in a multilingual and multicultural setting is important. Translation as a means of information dissemination is equally important. Quality translation is even more important because it ensures that information effectively reaches the intended target audience and accurately serves the intended purpose. This study utilised Marais' assessment tool to assess the quality of selected government documents translated from English into isiXhosa. The selected documents were informative texts such as annual reports, information brochures and Acts. Using content analysis, the study scrutinised the texts to identify any errors that may compromise the quality and acceptability of the translations. Fifteen texts translated into isiXhosa were analysed to determine whether they were adequate and functional in terms of purpose, culture, text type and style, content and language. The findings reveal that, of the 15 texts, eight were found to be adequate or functional, four were partly functional, and three were not functional. The study sheds light on the importance of observing quality control measures like revision and self-revision before publishing the final product. It is concluded that a lack of translator and translation competence has a negative impact on the translation product. [ABSTRACT FROM AUTHOR]

Background: To date, over 1.3 billion videos with the hashtag #bodyneutrality have been viewed on TikTok. Despite this, little existing literature has unpacked how body neutrality is conceptualised on TikTok. We examined how TikTok creators construct meaning and generate discourse surrounding #bodyneutrality. Methods: Extending on previous works in the body neutrality space, we conducted a hybrid content/thematic analysis of TikTok videos in three different languages (English, Spanish, and Italian). Initially, 300 videos displaying "#bodyneutrality" were identified on TikTok. The first 178 TikTok videos were analysed, following the principles of data saturation and feasibility. Results: We developed three themes: (1) The normalisation of diverse bodies, (2) The rejection of appearance as fundamentally important, and (3) Body neutrality is (better than) body positivity. Conclusions: In line with conceptualisations of body neutrality in existing literature, some content emphasised the importance of devaluing physical appearance. Building on existing definitions, most creators also framed body neutrality as speaking to the fundamental humanness of owning a body and attempted to normalise various body shapes/sizes. Conversely, some content employed #bodyneutrality to promote or examine body positivity principles or to condemn appearance-based stigmatisation. Our study is one of the first to examine how body neutrality is understood and employed by people in the real world. Plain English summary: Content promoting body neutrality, often shared with #bodyneutrality, has recently become more popular on social media, especially on the widely-used platform TikTok. Consequently, the current study aimed to examine how body neutrality is represented and discussed on TikTok. After conducting a hybrid content/thematic analysis of 178 TikTok videos in English, Spanish, and Italian, we identified three main themes to describe body neutrality: (1) The normalisation of diverse bodies, (2) The rejection of appearance as fundamentally important, and (3) Body neutrality is (better than) body positivity. In the analysed videos, body neutrality content depicted the experience of having a body as fundamentally normal, natural, and human. Moreover, many videos deemphasized the importance placed on beauty in favour of individual characteristics (e.g., hobbies). Finally, some videos compared body neutrality with body positivity, highlighting similarities and differences between the two. [ABSTRACT FROM AUTHOR]

This paper investigates how certain conceptual frameworks functioned as mediation to reconfigure the sex/gender knowledge formations in late Qing China by looking into three instances of translation: First, it explores certain historical traces of the English word “sex” and the Chinese Character “xing” 性, before the equivalence in translation was established, to examine the knowledge discourse’s mediating function. Second, it discusses an instance prior to the Chinese translation of “sex” being generalized and fixed to be “xing,” where the early modern thinker Tan Sitong in Ren Xue used the word “yin” 淫 to bring out the content of modern notion of “sex.” Third, it traces the context of Ma Junwu’s translation of John Stuart Mill to observe the remnants of the concealed interconnection between this “liberal-feminist theorist,” as viewed from the feminist categorization today, and socialism. Through these remains, this paper demonstrates how “mediation” brings about certain configurations of knowledge while obscuring certain facts and relations. It also borrows Lu Xun’s concept of “thing-in-between” (zhongjianwu; 中間物) to explain how these knowledge formations are oftentimes mediated by the scheme of modern-tradition binary constituted by Western modernity. This mediated knowledge itself then turns around to mediate the relationship between the modern and the traditional as it gets localized in its particular context. [ABSTRACT FROM AUTHOR]

The issue of English language teaching among preschool teachers, without adequately considering the alternative approaches they have already implemented, necessitates exploratory research into their instructional practices. This qualitative study, employing a single case study design and purposive sampling of twelve preschool teachers, seeks to investigate the implementation practices and underlying rationales for English language teaching in Sarawak preschools. Data were collected through in-depth interviews, classroom observations, and document analysis at multiple preschool locations across the southern, central, and northern regions of Sarawak. Subsequent analysis using NVIVO 12 software revealed two primary themes that align with the study's objectives: (1) the implementation of English language teaching methods and (2) the use of English language learning strategies. To ensure the rigor and accuracy of the findings, the study used strategies for validity and reliability, including peer review, participant validation, audit trails, and triangulation. The implications of this research offer critical insights for relevant agencies in recognizing and understanding the realities of English language teaching practices and the beliefs held by preschool teachers in Sarawak. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate contextualized e-Game-based Vocabulary Enhancement Activities for Grade 8 Learners at San Jose National High School, Division of Antipolo City during the School Year 2023-2024. The descriptive method of research using an adapted survey questionnaire as the main research instrument was employed in this paper. Fifteen (15) English teachers and fifteen (15) English experts were asked to assess the developed vocabulary enhancement material in terms of Content Quality, Instructional quality, and Technical Quality. It was found out that the English teachers and expert-respondents evaluated the developed Contextualized e-Game-Based Vocabulary Enhancement Activities for Grade 8 Learners in terms of content quality, instructional quality, and technical quality with grand weighted mean ratings of 3.80 and 3.68 respectively, verbally interpreted as Strongly Agree (SA) and indicated no significant difference on their evaluations. The two groups of respondents gave comments and suggestions for further improvement of the developed learning material. [ABSTRACT FROM AUTHOR]

In the current era of global economic integration and digital economy development, multilingual English translation plays a crucial role in cultural exchange. Traditional translation models have poor adaptability and fitting ability. To improve the translation effect and quality, this article combines the Text-To-Text Transfer Transformer (T5) and Model-Agnostic Meta-Learning (MAML) to study their sustainable improvement and application in multilingual English translation. In this article, the autoregressive learning method is first used to fine tune the pre-trained parameters of T5 model, and a generative multilingual English translation model is constructed. Then, combined with the MAML framework, the model is trained on multiple tasks to achieve rapid adaptation on new task data. Finally, a multilingual parallel corpus is constructed using web crawlers, and the translation model based on T5 and MAML is evaluated for quality using Bilingual Evaluation Understudy (BLEU) and Translation Error Rate (TER) as indicators. The experimental results show that compared to the baseline models Open Neural Machine Translation (OpenNMT), Transformer, and Open Parallel Corpus-Machine Translation (Opus-MT), the mean BLEU Score of the model in this article is 6.05%, 2.59%, and 2.05% higher, respectively. The conclusion indicates that the T5-MAML model can effectively improve the quality of multilingual English translation and achieve more natural and smooth translation output. [ABSTRACT FROM AUTHOR]

This study analyzes the English language rhetorical techniques employed in public speeches by four current Japanese activists. While not as deeply embedded in Japanese culture as in some Western cultures, there has been a recent increase in activism in Japan. Frequently, such activists deliver speeches in English focusing on climate change issues, gender issues, and political issues. Correspondingly, there has been a renewed interest in exploring whether these Japanese activists employ established English language rhetorical techniques to enhance the persuasiveness of their speeches. Four speeches (two delivered by experienced speakers and two by inexperienced speakers) were analyzed in this study using Rowland's (2019) categories of language strategies. The core research question in this study is: What rhetorical techniques are utilized by Japanese activists to enhance their English language speeches? Findings indicate that even though the Japanese activists spoke in their second language (English), they employed many of the traditional rhetorical techniques commonly used in English speeches. Furthermore, subtle differences in the frequency and complexity of techniques used distinguished one of the experienced speakers from the other speakers. The educational implication drawn from these findings is that English language rhetorical techniques can be more widely taught in L2 classes. [ABSTRACT FROM AUTHOR]

Introduction: With the development of globalization and the increasing importance of English in international communication, effectively improving English writing skills has become a key focus in language learning. Traditional methods for English writing guidance and error correction have predominantly relied on rule-based approaches or statistical models, such as conventional language models and basic machine learning algorithms. While these methods can aid learners in improving their writing quality to some extent, they often suffer from limitations such as inflexibility, insufficient contextual understanding, and an inability to handle multimodal information. These shortcomings restrict their effectiveness in more complex linguistic environments. Methods: To address these challenges, this study introduces ETG-ALtrans, a multimodal robot-assisted English writing guidance and error correction technology based on an improved ALBEF model and VGG19 architecture, enhanced by reinforcement learning. The approach leverages VGG19 to extract visual features and integrates them with the ALBEF model, achieving precise alignment and fusion of images and text. This enhances the model's ability to comprehend context. Furthermore, by incorporating reinforcement learning, the model can adaptively refine its correction strategies, thereby optimizing the effectiveness of writing guidance. Results and discussion: Experimental results demonstrate that the proposed ETG-ALtrans method significantly improves the accuracy of English writing error correction and the intelligence level of writing guidance in multimodal data scenarios. Compared to traditional methods, this approach not only enhances the precision of writing suggestions but also better caters to the personalized needs of learners, thereby effectively improving their writing skills. This research is of significant importance in the field of language learning technology and offers new perspectives and methodologies for the development of future English writing assistance tools. [ABSTRACT FROM AUTHOR]

This study investigates the intricate relationship between accent, identity, and pedagogy in Nigerian English Language Teaching (ELT). Despite the growing recognition of Nigerian English (NigE) within global frameworks, Received Pronunciation (RP) remains the dominant model in educational settings, often marginalizing local accents. The primary aim of this research is to explore the implications of accent bias on teaching practices and student perceptions. Using a qualitative research design, data were collected through interviews, classroom observations, and document analysis across various secondary schools in Nigeria. The findings reveal significant tensions between the adherence to RP and the acceptance of NigE, with educators often feeling pressured to conform to foreign norms. Students exhibit linguistic insecurity tied to societal biases favoring RP while expressing pride in their local accents. The study concludes by advocating for curriculum reforms recognizing NigE as a legitimate variety, emphasizing intelligibility over accent conformity. Recommendations include revising teacher training programs to promote inclusive pedagogies that validate linguistic diversity. By embracing NigE, educators can empower students to communicate effectively while celebrating their cultural identities, bridging local and global linguistic contexts. [ABSTRACT FROM AUTHOR]

The article highlights the significant contributions of William Shakespeare (the vocal coach) to the art of singing in England. His approach reformed vocal pedagogy by focusing on natural breathing techniques, particularly intercostal and diaphragmatic breathing, which helped singers reduce tension and enhance lung capacity. Shakespeare's methods aimed to integrate vocal technique with the unique phonetic characteristics of the English language, ensuring clear diction and strong projection, especially in larger performance spaces like concert halls. His teachings emphasized the importance of breath control and tonal quality, which allowed singers to maintain vocal stamina during demanding performances. Shakespeare's influence on vocal technique has left a lasting legacy, continuing to shape modern vocal pedagogy. His emphasis on natural breathing set a new standard for singers, blending technical mastery with expressive communication in vocal performance. [ABSTRACT FROM AUTHOR]

Communication in English can generate disproportionate reactions in relation to the real context of the situations, if the messages are not correctly understood, for reasons related to the good knowledge of this language. A sociological experiment of written remote negotiation researched the modification of the perceptions of hostility, of the satisfaction and of the reactions in the negotiation through messages written in English, in which are used some false friends common to many European languages, including Romanian language. The experiment demonstrated that the perceptions and reactions in the negotiation in English of a native Romanian speaker are influenced by the correct understanding of the meaning of words like false friends. Misunderstandings can lead to misperceptions about the hostility of messages received in English, and reactions may become unjustified by increased aggression, in disharmony with the correct negotiation context. The interest of the study may be larger, because the chosen keywords are known as false friends in many European languages. [ABSTRACT FROM AUTHOR]

Although Ghana does not have one unique language for its citizens, the Twi dialect stands a chance of fulfilling this purpose. Twi is among the low-resourced language categories, yet it is widely spoken beyond Ghana and in countries such as the Ivory Coast, Benin, Nigeria, and other places. However, it continues to be seen as the perfect resource for Twi Machine Translation (MT) of IS0 639-3. The issue with the Twi-English parallel corpus is eminent at the multiple domain dataset level, partly due to the complex design structure and scarcity of the digital Twi lexicon. This study introduced Twi-2-ENG, a large-scale multiple domain Twi to English parallel corpus, Twi digital Dictionary, and lexicon version of Twi. Also, it employed the Ghanaian Parliamentary Hansards, crowdsourcing, and digital Ghana News Portals to crawl all the English sentences. Our curled news portals accumulated 5,765 parallel corpus sentences, the Twi New Testament Bible, and social media platforms. The data-gathering method used means of translation, compilation, tokenization, and the final alignments with the Twi-English parallel sentences, including the technology employed in compiling and hosting the corpus, were duly discussed. The results reveal that the role of manually qualified linguistic professionals and Twi translation specialists across the media spectrum, academia, and well-wishers adds a considerable volume to the Twi-2-ENG parallel corpus. Finally, all the sentences were curated with the help of a corpus manager, sketch engine, linguistics, and professional translators to align and tokenize all texts, allowing the Twi professional linguists to evaluate the corpus. [ABSTRACT FROM AUTHOR]

The article discusses various redactions of the Visio Sancti Pauli, focusing on Redaction VI and its unique portrayal of infernal punishment for livestock thieves. The text, possibly composed in the eighth century, has strong connections to Ireland and English monastic foundations on the Continent. The punishment of thieves riding fiery horses is also found in other medieval visions, including an Old English homily, indicating a widespread theme of assigning punishments corresponding to specific sins in diverse cultural contexts. [Extracted from the article]

The article explores the earlier use and disputed etymologies of the verb "jib" through a detailed analysis of historical texts. It highlights an instance of the verb "jib" in a 1622 text by Patrick Scot, which predates the first citations in the Oxford English Dictionary. The article also discusses the possible origins of the word "jib" from Scandinavian languages and its connection to other related terms. The study provides valuable insights into the evolution and usage of the verb "jib" in different contexts. [Extracted from the article]

Background: Female child welfare-involved youths who are removed from the home are at risk of commercial sexual exploitation of children (CSEC). The aim of this study was to develop a prediction model to identify those at greatest risk of trafficking. Methods: Data were from the Florida Department of Children and Families' Florida Safe Families Network Database. A Cox proportional hazard regression of 60 cases and 3857 controls generated the proposed risk model. Results: Factors found to be associated with a higher risk of trafficking were quantified into point scores, generating the Welfare-Involved Female Sexual Exploitation Risk Assessment (WISER) tool with a cutoff of 20 points: first out-of-home placement at ≥15 years of age (11 points); run away from home in past year and age <15 years (40 points) or ≥15 years (16 points); English spoken as other language (14 points); on a psychotropic drug (17 points); congregate first placement (14 points); runaway/abducted status first "placement" (16 points); psychiatric facility experience (9 points); residential facility experience (7 points); and no time in temporary shelter (9 points). Of those who experienced CSEC, 92% had a WISER score above 20. Discussion: The WISER tool achieved good discrimination and calibration ability with a receiver operating characteristic for the validation data set of 0.923. The WISER tool can (1) inform risk assessment for CSEC among child welfare-involved females and (2) identify youths at greatest risk before they are harmed by trafficking. [ABSTRACT FROM AUTHOR]

Background/Objectives: Skeletal Class III malocclusion (Cl III) presents a significant orthodontic challenge, particularly in growing patients, requiring interceptive treatment to achieve effective functional and aesthetic correction. This review aims to compare various orthopedic devices and therapeutic protocols used in Cl III correction, identifying the most effective options in an interceptive context. Methods: We searched the PubMed, Scopus, and Web of Science databases for studies published between 1 January 2003, and 19 July 2023. Inclusion criteria included English language, human studies, open access, and studies addressing Cl III correction with interceptive orthopedic devices. Results: Exclusions included in vitro, animal, off-topic studies, reviews, meta-analyses, and articles in languages other than English. After removing duplicates, 30 articles were selected from a total of 1193 results. Conclusions: The application of orthopedic devices in growing patients can lead to rapid improvement of Cl III malocclusion, although each device has specific effects on the surrounding skeletal structure. [ABSTRACT FROM AUTHOR]