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This essay uses an examination of communication in Los Angeles Immigration Court (2014–2017) to demonstrate how legal professionals’ beliefs about language foster and entrench underexplored linguistic dimensions of the US crimmigration regime. Scholars have shown that within courtroom interactions, legal ideas about language hold back the administration of justice in asylum proceedings, and language interpretation itself can perpetuate the administrative violence of these proceedings. I combine ethnographic courtroom observations and critical examination of internal agency policy to show how ideas about language, inherited from legal professional culture and training, aggregate into adverse working conditions, allowing for only a performance of procedure, and amplifying the US crimmigration system. Of particular interest are ideologies of a monoglot standard and national language imaginaries, referentialism and referential transparency, and decontextualization. Abolitionist logics and reform of legal education offer possible strategies for structural intervention. [ABSTRACT FROM AUTHOR]

The term " wanghong women" has been in a state of flux in China's public discourse since its inception in 2015. In particular, the COVID-19, while causing major economic setbacks across the world, has, to some extent, boosted the growth of the wanghong industry and altered public attitude towards wanghong women in China. Against this background, this study aims to investigate how wanghong women are linguistically represented in the six leading official English language newspapers in China. A corpus-assisted discourse analysis of 156 English news articles (i.e., 140,931 words), covering the years between 2015 and 2022, was conducted. The study revealed a significant attitudinal shift in the editorial stance on China's wanghong women phenomenon since the COVID-19 epidemic: the semantic prosodies of the word " wanghong " has shifted from women who are stereotypically young, fashionable, and attract online attention by using pretty face and sexualized body shape to women who can boost the national digital economy, contribute to the state's agenda of rural regeneration, and help spread timely instructions regarding the pandemic. The findings shed new light on the evolving Chinese gender politics which is shaped by the entangled forces of traditional patriarchy, commercialization, and the government's crisis management strategies during the pandemic. Plain language summary: This study aims to investigate how wanghong women are linguistically represented in the six leading official English language newspapers in China. A corpus-assisted discourse analysis of 156 English news articles (i.e., 140,931 words), covering the years between 2015 and 2022, was conducted. The study revealed a significant attitudinal shift in the editorial stance on China's wanghong women phenomenon since the COVID-19 epidemic: the semantic prosodies of the word " wanghong " has shifted from women who are stereotypically young, fashionable, and attract online attention by using pretty face and sexualized body shape to women who can boost the national digital economy, contribute to the state's agenda of rural regeneration, and help spread timely instructions regarding the pandemic. The findings shed new light on the evolving Chinese gender politics which is shaped by the entangled forces of traditional patriarchy, commercialization, and the government's crisis management strategies during the pandemic. The wanghong phenomenon has been still evolving in China at remarkable speed. Further studies can conduct a comparative analysis of the media representation of wanghong men and wanghong women to shed light on gender differences and stereotypes in China. [ABSTRACT FROM AUTHOR]

Taxonomy, a common practice of paleontology and biology among natural sciences, has a distinguished place with few other fields because of the current wide use of Latin terminology. While Latin was once the medium of instruction in the Western world, which has become superior in science and technology since the sixteenth century, it was succeeded by the Western European languages a century later, which had adopted the Latin alphabet. These national languages had also achieved to adopt many Latin words into their structures, occasionally with slightly different spelling and pronunciation. Turkey’s first large-scale contact with the modern science, including the natural sciences, took place in the eighteenth century through French, the global language of the time, and the current efforts to follow scientific and technical developments continue through English. Even though the followed foreign language changes, the Turkish tradition of adopting foreign words and terms according to the pronunciation in the foreign language from which the word or term is taken remains. This is one of the main hindrances to the formation of an established scientific terminology in Turkish, which also manifests itself in taxonomic studies. There are several inconsistencies between the adopted Western pronunciations, mostly from French, and the instructions of Latin pronunciation for Turkish which is required to read taxonomic terms. Finding the Turkish equivalents of taxonomic terms, on the other hand, demands serious consideration. Here, in order to eliminate these difficulties, suggestions on pronunciation, transcription and translation for the Latin names in taxonomy are presented, based on etymological and grammatical facts. [ABSTRACT FROM AUTHOR]

Reiterative code-switching, when one lexical item from one language is produced immediately after a semantically equivalent lexical item in another language, is a frequent phenomenon in studies of language contact. Several spoken language studies suggest that reiteration functions as a form of accommodation, amplification (emphasis), reinforcement, or clarification; however, its function in sign language seems less clear. In this study, we investigate reiterative code-switching produced in semispontaneous conversations while manipulating two important factors: interlocutor and topic. Ten bilinguals of Kufr Qassem Sign Language (KQSL), a local sign language used in central Israel, and Israeli Sign Language (ISL), the national sign language of Israel, participated in a semispontaneous conversation task in three interlocutor conditions, with: (1) another bilingual, (2) a KQSL-dominant signer, and (3) an ISL-dominant signer. They were given "local" (e.g. traditions in Kufr Qassem) and "global" (e.g. travel) topics to discuss. A total of 673 code-switches were found in the data, of which sixty-seven were reiterative. Interlocutor was found to be a significant predictor of the presence of reiterative code-switching, with more reiterations observed when participants interacted with a KQSL-dominant signer or bilingual than with an ISL-dominant signer. These results suggest that reiteration serves an accommodative function. Yet, this does not explain reiterations found in the bilingual-bilingual condition. We show that, in these cases, reiteration plays other roles beyond accommodation, including amplification. [ABSTRACT FROM AUTHOR]

Background and Purpose: In recent years, there has been increased attention to translanguaging in educational research, particularly in higher education. The successful implementation of translanguaging practices depends on various factors, including the attitudes and beliefs of both teachers and students. However, there has been limited systematic review on this issue. This study aims to examine and synthesize existing literature on teachers’ and students’ beliefs regarding translanguaging practices in higher education contexts. Methodology: A systematic review was conducted, following PRISMA guideline. Research databases including Web of Science, Scopus, and ERIC were searched with specific search terms ‘perception OR belief AND translanguaging’, resulting in the retrieval of 469 articles. Based on inclusion and exclusion criteria, 28 articles were selected for ultimate thematic analysis. Findings: The analysis revealed that teachers’ and students’ beliefs regarding translanguaging were significantly shaped by their pre-existing values and knowledge, institutions’ policies, as well as the nature of courses or curricula. Despite the evident benefits of translanguaging pedagogy highlighted in the reviewed studies, teachers encountered challenges in its implementation. The study identified four primary areas of support needed for the implementation of translanguaging, encompassing teacher training, adjusting curriculum and assessment, fostering collaboration, and developing language policy. Contributions: This systematic review provides a comprehensive overview of the attitudes, perceptions, and experiences of both teachers and students in implementing translanguaging practices in higher education. The study contributes to advancing knowledge and understanding of translanguaging in higher education, with implications for both theory and practice in this area. [ABSTRACT FROM AUTHOR]

Relevance of research. The article examines the process of verb formation in Germanic languages, as well as the peculiarities of the grammatical semantics of verbs at different historical stages of the development of Germanic languages. Using the comparative-historical method, the functioning of verbs in texts of Germanic languages was investigated as an aspect of neurolinguistic science. Research results. The article proves that most modal verbs of Germanic languages have undergone significant semantic transformations. The study of texts of different historical stages of language development shows that verbs evolved through semantic transformation. Time frames of the formation of secondary semantics were revealed. The theoretical and practical significance lies in the fact that this research allows a detailed study of the features of the emergence of the primary, as well as the secondary, subjective semantics of verbs in Germanic languages from a neuroscientific point of view. It should be noted that the list of subjective values still raises many questions and discussions. The German language has an extremely clear system of means of expressing modal values. The scientific novelty of the article lies in the neurolinguistic approach to the study of the evolution of Germanic verbs. The article aims to study the evolution of verbs in the German language in the context of neurolinguistics. To achieve the goal, the method of comparative analysis was used. This made it possible to consider the evolution of the verb through a comparative study of texts at the main stages of speech development. To solve these problems, texts reflecting the state of the language at each historical stage were studied. [ABSTRACT FROM AUTHOR]

Informed by Family Language Policy (FLP) and Community of Practice (CoP) as the main theoretical frameworks, this study explores the characteristics of language practices at the home of a Korean-English bilingual family. In particular, this study examines how a mother creates educational discourse at home and promotes the construction of knowledge with her eight-year-old child. Data was collected throughout one year, and interviews with the mother, recordings of the family interactions, and ethnographic information were analyzed. The analysis focuses on the bilingual interactions between the mother and the child, how the collaborative process of constructing knowledge impacts family dynamics, and what resources family members draw upon. The findings reveal that the family members construct home as a space for collaborative learning by sharing their bilingual resources. In this process, maintaining Korean serves as a tool to access Korean resources for academic support. Discussion of bilingualism in the newly arrived immigrant family and how they negotiate and establish their FLP to maximize knowledge construction in the home as a bilingual and bicultural space will follow. [ABSTRACT FROM AUTHOR]

This study reviews 105 articles concerning English-as-a-medium-of-instruction (EMI) taken from the Web of Science database (2005–2021). The growth trajectory, the productivity, co-citation analysis, and bibliographic coupling were performed to present the procedural change, the 'hotspot' themes, influential publications, authors, countries, sources, and knowledge domains. The trajectory development of EMI increased steadily from 2018 onwards. The most influential authors are identified as Piller, Cho, Kuteeva, Mattoo, Neagu, and Özden. The most influential journals are Journal of Multilingual and Multicultural Development, Comparative Education, International Journal of Bilingual Education and Bilingualism, Current Issues in Language Planning, Higher Education, System, and RELC Journal. Effectively, the most influential countries are Australia, the People's Republic of China, Sweden, the UK, the USA, the UAE, Spain, Singapore, Denmark, Japan, and South Africa. The research fronts cover numerous key topics on EMI policy for achieving internationalisation, practices of EMI programmes, trans-languaging/bi-lingual/multi-lingual education in EMI, the effectiveness of EMI in higher education, and the challenges of EMI implementation, such as 'nativeness' and national identity. Hotspot themes emerge and the potential trends are trans-languaging, teacher development, and trans-national higher education. The results may serve as a framework for educators, administrators, and policymakers to pursue EMI practices. [ABSTRACT FROM AUTHOR]

This study investigates the practicalities of the instructional language policy and the role that English plays in multilingual classrooms at the lower primary level. The research aims to find answers to the following questions. First, in a multilingual lower primary classroom where some teachers and some pupils do not understand the major local language available, what language does the teacher use to teach them (instructional language)? Second, what role does English play as a medium of instruction? In total, 53 participants, made up of 14 teachers and 39 pupils sampled from three lower primary schools were involved in the research. Lessons were observed, followed by semi-structured interview sessions with both teachers and pupils. The findings indicate that the classrooms are multilingual, with the teachers using languages that they are comfortable with in teaching. It is also worth noting that Akan is becoming a predominant minority language even though it is not a prescribed instructional language for that school community. Finally, it comes to light that English is gradually taking over as the main language of instruction in the multilingual classrooms, a practice that goes contrary to the educational language policy. The study recommends translanguaging in the lower primary multilingual classrooms. [ABSTRACT FROM AUTHOR]

With the widening urban-rural gap caused by urbanisation, the equity of urban-rural education has become a research hotspot. This study explored the differences in motivational beliefs about English learning among Chinese urban and rural students and the impact of motivational beliefs on their English performance. A total of 6326 urban and 2600 rural Chinese eighth graders participated in the survey. Data were collected using self-reported motivational belief scale and English performance test. The independent sample t-test showed that motivational beliefs and English performance of urban students were significantly higher than that of rural students in China. Multilevel analysis demonstrated that at the student level, intrinsic value has the highest predictive power for English performance of urban and rural students, while extrinsic value can only predict English performance of rural students and self-efficacy can only predict English performance of urban students. However, at the school level, motivational beliefs cannot significantly predict English performance of urban and rural students. These results are of great significance to improve English education in rural areas and further promote education equity in China and other East Asian countries. [ABSTRACT FROM AUTHOR]

Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as 'Lingua franca'. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national languages and English and the attention paid to international student languages as resources for learning. Furthermore, using enunciation theory it seeks to show what shapes lecturers' attitudes to language use at university. It concludes that while there is some evidence that international student languages are recognised in teaching practices, there are also real concerns over maintaining the national language(s). This obscures the role that international student languages could play in teaching and learning. [ABSTRACT FROM AUTHOR]

Research on multilingualism in the home has approached the family as a fixed unit thus neglecting the dynamic view of the family and its intersection with family language practices. The present study aims to address this gap by focusing on Russian-speaking mothers in Finland who have raised their children bilingually in single-parent as well as in dual-parent families. Russian speakers are the largest minority language group in Finland, and their number is constantly growing. The current study is a contribution to the research on family language practices in the Finnish context. It examines the nexus of shifts in family configurations and language practices and explores how the dynamic changes in family constellations shape language practices in four families. The study reveals that creating new kinships leads to shifts in the language practices of the peripheral family members and that forming voluntary kin can expand heritage language use and enable an overhearer and bystander role for children. Non-residential family members expand the family's linguistic repertoire and support the legitimacy of already established practices. Being sole caretakers enables mothers to encourage language practices that they consider beneficial for their children without encountering any resistance from other family members. [ABSTRACT FROM AUTHOR]

With the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs' linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs' social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism [Kramsch, C. 2009. The Mmultilingual Ssubject. Oxford, NY: Oxford University Press] and the theory of identity and investment (Darvin, R., and B. Norton. 2015. "Identity and a Model of Investment in Applied Linguistics." Annual Review of Applied Linguistics 35:36–56), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, observation of social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities worked in tandem to shape the participant's multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world. [ABSTRACT FROM AUTHOR]

English as a medium of instruction (EMI) is commonly adopted as a strategy for higher education internationalisation. While there are numerous studies on the teaching practices of EMI programmes, the relationship between EMI and structural inequalities has been less investigated, especially in "universal" higher education systems. To address the research gap, this study investigates the EMI practices of two Taiwanese higher education institutions (HEIs) under current government initiatives. Qualitative data from policy documents and semi-structured interviews are analysed with an institutional logics approach and reflexive thematic analysis. The findings suggest that while state, managerial, and academic logics jointly shape EMI strategies in the public university case, EMI practices in the private university of technology case are predominantly driven by market and managerial logics and challenged by academic logic. Furthermore, this study reveals the structural "stuckness" encountered by the private case. In Taiwan's hierarchical higher education system, the promotion of EMI could result in widening horizontal inequalities among HEIs. More specifically, under the EMI grading certification scheme for students and the tiered award system for HEIs, the majority may be left behind whereas the few with linguistic capital are spotlighted. Therefore, this study concludes that in light of organisational conditions, policymakers should allow greater flexibility for HEIs to develop performance indicators appropriate to their students' needs. [ABSTRACT FROM AUTHOR]

Framed by family language policy and children's agency, this multiple case study investigates two Hmong American children's conceptualization of Hmong and the strategies they develop and utilize in their home. Interviews, artifacts, recorded interactions, and video recorded sessions were collected to gain an understanding of how the children viewed and valued Hmong. The findings reveal that while both children understood Hmong as a family language, they differed in their conceptualization of the utility of Hmong, creating their own investment in the heritage language that drove their practices. Importantly, as they negotiate their respective FLPs, they also influence their younger sibling's heritage language investment and practices. [ABSTRACT FROM AUTHOR]

We consider the question of language diffusion and examine the latest attempt to popularize the Ukrainian language. This effort has been undertaken by the Ukrainian government since 1991. While sociological studies report positive dynamics in Ukrainian language dissemination, in practice, the language adoption progress might be slower than reported. We test this hypothesis using google trends web search data. We apply a Bayesian beta regression model and show that the proposed model is appropriate. The results suggest that the Ukrainian language popularization policy is successful and that the 2022 Russian invasion has considerably intensified the usage of the Ukrainian language. [ABSTRACT FROM AUTHOR]

Purpose: Much of the vocabulary of digital rights have not been translated into Kiswahili. This means that technology experts and digital rights defenders often use English words when they are discussing technology. This contributes to the frailty of efforts to defend digital rights because those who attempt to explain the importance of these issues to the broader societies are forced to rely on English vocabulary that is not rooted in or connected to Kiswahili contexts. This paper aims to discuss the importance of inviting people to use African languages on the internet. Design/methodology/approach: Kiswahili is the most widely spoken African language in the world. Nearly 140 million people in East Africa speak Kiswahili as a first or second language, including in Kenya and Tanzania where it is the national language. There is a long history of Kiswahili writing, publishing and cultural production in Kiswahili. Kiswahili is also the only African language that is an official language at the African Union. Even so, Kiswahili lags behind significantly in the development of a vocabulary and grammar of technology. Findings: Beyond vocabulary, the use of African languages online is important to strengthening democracy on the internet because language is keenly connected to identity. Efforts to translate the vocabulary of technology into Kiswahili are aimed at encouraging societies in East Africa to build communities online that represent their interests keenly. This article therefore looks at the importance of language in building society and the efforts by residents of East Africa to decolonise the internet, so that they are able to exist in their fullness on the internet. The article further examines the semiotics of language in digital innovation, and the importance of representing Kiswahili language communities properly online in efforts to decolonise the internet. This paper does not presume that Kiswahili is the only African language that can decolonise the internet, because even Kiswahili has a history of domination over other language communities in the region. Rather, the article uses the example of Kiswahili to urge the use of indigenous languages to defend digital diversity. Originality/value: The importance of this article is in demonstrating the importance of language in the movement to develop digital rights and especially to remove colonial approaches to technology, an issue that, to the best of the author's knowledge, has never been discussed in relation to the Kiswahili language. [ABSTRACT FROM AUTHOR]

Background and Objectives: Spanish is the second most spoken language in the United States. Not all substance use disorder (SUD) treatment facilities provide treatment in Spanish. This study examined factors associated with SUD treatment facilities having counselors that provide treatment in Spanish. Methods: State‐level estimates of Spanish‐speaking individuals were derived from the American Community Survey 2019. SUD treatment facility characteristics were captured from the National Survey of Substance Abuse Treatment Services 2020. We examined a sample of 15,246 facilities which included 12,798 outpatient, 3554 nonhospital residential, and 1106 with both outpatient and residential programs. Binary logistic regression models were used to observe state‐level proportions of Spanish speakers and facility‐level characteristics as factors associated with a facility having counselors that provide treatment in Spanish. Results: Approximately 23.3% of facilities had counselors able to provide treatment in Spanish. Among outpatient or nonhospital residential SUD facilities, those in a state with a larger proportion of Spanish‐speaking individuals, facilities with pay assistance, facilities that accept Medicaid, and facilities that engage in community outreach had higher odds of having counselors that provide treatment in Spanish. Conclusions: Considering that less than a quarter of facilities provide treatment in Spanish, increasing the availability of linguistically appropriate and culturally responsive services for SUD is imperative. Scientific Significance: This national study is the first of its kind to examine associations between estimates of Spanish speakers and treatment facility characteristics associated with counselors that provide treatment in Spanish in outpatient and nonhospital residential SUD treatment. [ABSTRACT FROM AUTHOR]

The following study reports the preliminary results of an investigation into the reading experiences of students entering the Pedagogy program in Spanish Language and Communications at a state university in southern Chile. The objective was to know and characterize the reading capital and the motivations that students have towards reading, understanding by reading capital, the collection, and repertoire of works of literature reported by the students, and by motivations towards reading, the impulse that actively directs behavior towards achieving an objective as a reader (Aragón and Arias, 2013). The research was developed from the qualitative paradigm. Surveys, semi-structured interviews, and focus groups with two cohorts of students were used to collect data. Data processing was carried out through content analysis, establishing categories derived from the speeches and testimonies of the study subjects. The findings reveal the diversity of inherited cultural capital and coincidences between cohorts concerning the importance of literature in the development of imagination and creativity. [ABSTRACT FROM AUTHOR]

Politics and policy design have always been part of the debate in multi-ethnic societies. In particular, in post-conflict contexts of any state, outlining a language policy that would bring satisfaction to all involved parties has been and continues to be a challenge. Political programs and choices can impact the designing of a certain language policy, while its application has consequences in many dimensions. In the context of minoritymajority relations linguistic policies impact notably the dimensions of education, participation of all minority groups in public life, and preservation of cultural and ethnic identity, among others. Kosovo as a newly formed country has applied a particular model of linguistic accommodation allowing application and preservation of minority languages despite the low percentage thresholds. The model as such is unique in itself as well as advanced in comparison to the regional and wider European practices. Through qualitative analysis, the author will research and assess the framework that ensures the application of bilingualism and multilingualism in Kosovo. In this paper, I will outline the model and conclude that guarantees enshrined within its legal and policy framework have served as a tool for greater integration of minorities in public life. [ABSTRACT FROM AUTHOR]

This exploratory study provides an overview of prominent themes pertaining to portrayals of sign languages (SLs) and Deaf people in the South African press (2011–2019), as well as an analysis of a subset of articles to illustrate the discursive constructions of each of the prominent ideological framings. The findings of the paper suggest that many ways of representing South African Sign Language (SASL) and their users align with international trends. The two most prominent ideological framings are the medical/disability model and the linguistic minority model. Within the medical model, SLs are seen as inferior means of communication used by a disabled minority. Within the linguistic minority framework SLs are regarded as natural, legitimate languages deserving equal status to spoken languages. The paper also identifies an ideological framing that is not predicted by the international literature, coined here as 'diversity tokenism'. Diversity tokenism is when SL is mentioned only to increase perceived diversity, where diversity is a commodity that holds social capital. This portrayal of SASL seems to be increasing and holds a warning: although SASL users have received official recognition and rights through the recent declaration of SASL as an official language, it might not be the end of the battle to ensure that users of SASL can live out their linguistic citizenship. [ABSTRACT FROM AUTHOR]

Region formation in India has until now been understood through homogenising models of state formation. The reorganisation of various Indian states and the emergence of newer regions in the post-independence scenario have generally been seen through asserting regional aspirations and/or the question of language. The formation of Himachal Pradesh, however, presents a complex story. Markers of homogenous identity and language were missing in Himachal Pradesh. Further, despite apprehensions about the Akali demand for a Punjabi Suba, the central government systematically encouraged the formation of Himachal Pradesh as a separate hill state. In 1966, the hilly areas of Punjab and the Part-C state of Himachal were joined and reconstituted as Himachal Pradesh, though formal statehood continued to elude the region until 1971. Despite a complicated distribution of languages, Hindi was declared the state language of the new region. Territoriality, in this case, emerged as a result of region formation that was not shaped solely by linguistic or cultural considerations but by the imagination of geography and marginality. The process of region formation also centres various debates on development in the region, which remained a neglected periphery of the Punjab plains. This paper shall explore these varying intriguing processes of region formation in Himachal Pradesh. [ABSTRACT FROM AUTHOR]

The article is a book review of "Adult language education and migration: Challenging agendas in policy and practice." The book examines the policies and practices surrounding adult language education in nine countries, including Australia, Canada, Spain, Finland, France, Ireland, the Netherlands, the UK, and the US. It analyzes issues such as integration, language testing, multiculturalism, and teaching challenges. The book provides a comprehensive analysis of the field and offers innovative teaching practices. However, it lacks a unified definition of "immigrants" and focuses primarily on Eurocentric countries, neglecting other regions experiencing human mobility. Overall, the book sparks discussion and highlights the interrelationship between education and policy in language education for migrants. [Extracted from the article]

The Australian Federation of Modern Language Teachers Associations (AFMLTA) is committed to expanding, domestically and internationally, the high profile of our federation as the peak body for languages educators in Australia. An important part of this commitment is engaging in strategic collaborative partnerships and advocacy at national and international levels. This paper reports on the Association for Language Learning UK (ALL) Conference Language World in Sheffield, England, in which the authors participated during March 2023. Language World offered a packed program with speakers from across the languages sector, with a large number coming from primary and secondary schools. Additionally, many involved in languages education governance in the UK also participated, providing insights into the challenges and successes in languages education policy in the UK. In this paper, stimulating and useful learning from Language World is showcased, which can be used to inform both how we support languages education in Australia and how we continue to engage with partners and collaborators around the world on matters of current concern and interest Through this learning we provide connection with the AFMLTA Professional Standards for Accomplished Teaching of Languages (AFMLTA, 2021), and in particular the dimension of "Active engagement with wider context". We explore how accomplished teachers of languages establish relationships to wider contexts and are able to connect the local to the global through collaborative partnerships and comparison of our respective policy documentation to support teachers and teaching of languages. [ABSTRACT FROM AUTHOR]

The influx of tourists alters language culture, particularly in public signage, reflecting linguistic shifts, especially in Peunayong, a tourist hub in Banda Aceh, Indonesia. This study examines language use and its correlation with shop names and tourism in this area. Data from 81 shop names and 10 shop owners were collected through photographic documentation and a questionnaire. The results on the monolingual shop names reveal that English dominates at 32% of shop names, followed by Indonesian at 21%, and Acehnese at 4%, showing an evolving linguistic landscape amidst globalization. Bilingual (43%) and multilingual (1%) shop names embrace diversity and cultural heritage. Factors shaping these names include linguistic, commercial, and cultural aspects, with foreign influences recognized for their appeal. However, opinions on their prestige vary. Owners strategically choose names to attract customers, match their products, convey luxury, and display the local culture. Therefore, it is necessary to balance English dominance to preserve local identity. [ABSTRACT FROM AUTHOR]

Multilingualism would potentially foster understanding, increase contact between host country members and migrants, and ease the acculturation process. Acculturation and language competence are supposedly connected from the perspectives of second-language acquisition and socio-psychological adjustment in cross-cultural contacts. This article looks at the language policy of Spain and its impact on the sociocultural adjustment of international students through their life stories. Examining cultural adjustment experiences of two male Iranian PhD candidates, the current study aims to contribute to a deeper understanding of how language policies can shape sociocultural adaptation in a multicultural society like Spain. Qualitative data gathered through semi-structured interviews were analysed in relation to linguistic traits and social distance factors to reveal the linkages between the candidates' linguistic competence and their acculturation orientation. Results showed that the two participants faced various challenges in their cultural adjustment process, particularly in terms of language learning. It is suggested, based on the findings of the study, that multilingualism may facilitate intercultural communication and enhance social integrati [ABSTRACT FROM AUTHOR]

As education contributes to social and economic progress, a country's school and college policies must be well-defined and futuristic. In order to make their education systems effective, different nations use a variety of stages throughout their life cycle at the school and college levels, taking tradition and culture into consideration. India's new educational system intends the National Education Policy 2020 (NEP 2020) a multidisciplinary education, which was approved by the Union Cabinet on July 29, 2020. The previous National Policy on Education, 1986, has superseded the new policy. The policy provides a comprehensive framework for vocational training, elementary through higher education, in rural and urban India. By 2021, the policy intends to transform India's educational system. The government clarified shortly after the policy's release that no one will be required to study a particular language and that English will remain the medium of instruction, not any regional language. The language policy in NEP is a broad guideline and advisory in nature and the implementation is up to the states, institutions, and schools. India's education is on the Concurrent List. The first state to implement the NEP 2020 is Himachal Pradesh. By 2022, all Indian schools should be following the national educational policy. [ABSTRACT FROM AUTHOR]

Social changes in late modernity have implications for the ways in which variation in Icelandic language use comes to be associated with different modes of communication, and for the labelling of forms in terms of "correctness" or "purity". While a conception of "standard" still seems to prevail, there is continual transition as regards which particular linguistic traits and practices serve as manifestations of "standard language use". A diachronic look at official language policies shows a gradual shift away from an ideal of preserving the traditional forms of Icelandic. A change took place around the turn of the millennium, with increased focus on domains of language use and the status of Icelandic as the national language. Currently, language-political discourses yet again suggest a broadened focus so that "the language" is being complemented by "the speakers" with an emphasis on human rights. Conflicts have emerged between the well-established "language-oriented" prescriptive practices, and the more recent "speaker-oriented" language planning efforts. But still the role of Icelandic as a national language and historical treasure seems to prevail, and in both camps, there are concerns that foreign languages pose a threat to Icelandic. [ABSTRACT FROM AUTHOR]

The linguistic ecology of the European Union is inextricably linked with the development of all member states, as an important single democratic environment - a space of multiculturalism and multilingualism - language policy, the characteristic features of which at the present stage are the observance of not one universally recognized linguistic and cultural canon, but a diversity of linguistic and cultural traditions. After all, the functioning of democracy depends on a culture of common views and behavior, appreciation of the diversity of the environment of linguistic and cultural heritage, which are means of expressing human rights and freedoms - powerful signs of democracy. Scientists, politicians, and statesmen in the European Union countries try to achieve dialogue and mutual understanding between representatives of different cultures and ethnic groups in the European community. Concern for preserving the identity of cultures and their diversity in the EU countries is based on recognizing cultural pluralism as a powerful factor of social progress. Language policy planning (national and international traditions of communities, individual states (communities), international organizations, trends in lawmaking, and normalization of legal aspects of language protection (languages) is considered in the context of research on the linguistic ecology. The goal is to substantiate the basic positions of the European Union on planning the language policy of sign languages. Methods: the context of the theory of multiculturalism (J. Fishman, 2012), ecology of language (C. Cramsh, 1996; A. Radu, 2013) - taking into account changes in the globalized society, people's consciousness, uses a qualitative method to understand the experience of parliamentarians regarding users of sign languages in countries of the European Union, a grounded theoretical approach (Strauss & Corbin, 1990), due to the phenomenon of interest based on data (Strauss & Corbin, 1990) was applied to the collection of information, the study of sources, observation, analysis of documents of a specific phenomenon, their systematization, generalization, a deeper understanding of the experience and prospects for future EU member states (Creswell, 2013). Conclusions. Language policy planning for the creation of a single European multicultural language space, which is recorded in the documents of the countries of the European Parliament, represents a democratic vector of changes in openness, accessibility, equality, mobility, and awareness, aimed at recognizing the complex rights of users of sign languages, preserving the identity of deaf cultures, national ( regional) sign languages, their variety in the EU countries. [ABSTRACT FROM AUTHOR]

Multilingualism in the context of academic publishing involves beliefs and actions manifested through publications in multiple languages. However, a systematic analysis of how academic journals practice multilingualism has been scant. Therefore, the present study analyzed how indexed journals of applied linguistics promote and practice multilingualism following their scopes and language policies (LPs). Initially, 67 journals underwent screening based on their "aims and scope," resulting in 11 journals that actively promoted multilingualism. Employing a critical discourse analysis (CDA) framework, the main analysis focused on the assumptions embedded within the journals' LPs. The findings indicated an incongruity between the journals' stated commitment and their practices of multilingualism. Specifically, all the journals mandated submissions exclusively in English with implicit biases toward native speakerism. The study underscores the need for a collective effort within and beyond the applied linguistics community to address linguistic biases and for more equitable and inclusive academic publishing practices. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The book "Multilingualism in the Andes: Policies, Politics, Power" by Rosaleen Howard examines the impact of power and politics on language policies in Ecuador, Peru, and Bolivia. It explores the hegemonic position of Spanish and the near-extinction of indigenous languages in the region, despite national legislation protecting indigenous languages. The book is interdisciplinary and takes a critical theory approach, highlighting the tensions between indigenous peoples and the state. It covers topics such as language education, literacy, and translation and interpretation, and offers suggestions for language policy development and indigenous language revitalization. While the book focuses on the Andean region, its insights can be applied to other multilingual communities. [Extracted from the article]

In this article, I look at linguistic studies of communist propaganda produced by oppositional scholars in the last two decades of state socialism in Poland. I argue that Polish discourse of linguistics in 1970–1989 was a vehicle for the promotion of liberalism in the People's Republic of Poland and an important area of political contestation. I demonstrate that Polish linguistic studies of communist propaganda should not be assumed to be "objective" or politically disengaged. Ideas about language detectable in these studies, especially "referentialism", promote liberal democracy by consistently implying values characteristic of liberalism as a political ideology. In this way, Polish linguists engaged in a form of anti-communist resistance and formulated language policy proposals for the language of liberal democracy. I argue that language ideologies are sometimes systematically related to political ideologies by promoting specific political values or points of view. [ABSTRACT FROM AUTHOR]

This article maps the differences between the European Union's Framework of Human Rights and state-based legal mindsets (ideologies) of language policy and planning in education. Based on the analysis of the documents released by the European Commission, the Council of Ministers and the European Council in the course of the constituting of multilingual perspective and taking the experience of its local implementation into account, this article examines common cross-state indicators in order to compare multilingual responsibility of public education policies for refugee-background students (RBSs). It concludes that the assessment of multilingual possibilities in education was not complete and impartial on the level of the European Union and for a selected jurisdiction - namely, Poland. Current regional legal regulations fail to equitably address the needs of RBSs, and national-based attention eliminated the question of newcomers' rights in education. Moreover, as highlighted for current policy-making in the European Union, there is a gap between current legal intention and political views produced by EU institutions - for example, The Commission Action Plan on the Integration of Third-Country Nationals. [ABSTRACT FROM AUTHOR]

Minnesota is known for its large concentrations of Hmong, Somali and Karen refugee-background students (RBSs). Drawing on an equity/heritage framework that centres educational equity and the sustaining of the cultural and linguistic practices of minoritized communities, this study examined how district/school websites with the highest enrolment of each student group described equity/heritage focused educational opportunities for RBSs and discursively represented and positioned these students. Our findings show that these school websites largely lacked indications of equity/heritage-based educational opportunities for RBSs, especially for Somali and Karen RBSs. While the websites had a strong visual representation of their RBSs, equity/heritage-focused textual discourses were limited. Instead, discourses of neoliberalism, meritocracy and accountability driven by the global human capital framework were prevalent. We argue that RBSs should be supported with equity/heritage-focused educational opportunities and discourses at schools instead of solely on the basis of global human capital focused discourses. A limitation of our study is that the implementation and impact of these website policies on RBSs' educational experiences were not explored. However, we also note that examining discourses embedded within these critical online spaces is crucial because they communicate certain ideologies and motives to the public that can influence their perspectives about RBSs and their educational opportunities. [ABSTRACT FROM AUTHOR]

Copyright of Studies on Turkish Language & Literature in the Balkans is the property of Studies on Turkish Language & Literature in the Balkans and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners' (MLs') participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may benefit from cross-fertilization with research in content area education (e.g., science and mathematics) and, specifically, the constructs and frameworks those fields have developed to characterize effective participation in disciplinary practices. This study used the construct of grasp of practice to investigate MLs' participation in the science disciplinary practice of modeling. By enhancing its current repertoire of constructs and frameworks with those developed by disciplinary colleagues, research in language education can capture a broader spectrum of what is valued in content learning and, in doing so, refute deficit views of MLs in content classrooms. [ABSTRACT FROM AUTHOR]

While extensive studies have been devoted to English-medium-instruction programs as a major strategy of internationalization, there is a paucity of research on the content-and-language learning experiences of international students enrolled in non-English-medium-instruction programs in the Asia-Pacific region. Drawing on the notions of translanguaging and sociolinguistic infrastructuring, the present study investigates translanguaging among instructors and international students in Chinese-medium-instruction (CMI) postgraduate programs in the humanities and social sciences departments in a top university in China. Content analysis of student and instructor interviews reveals that despite the monolingual language policy that governs the medium of instruction for international degree programs at the institutional level, translanguaging serves as sociolinguistic infrastructuring to support some international students' active participation in knowledge construction, as well as to negotiate tensions imposed by epistemic injustice inherent in disciplinary histories in Chinese academia and the enacted CMI curricula. It is argued that, as a defining feature of translanguaging, sociolinguistic infrastructuring highlights the agentive role of both teachers and international students, who coordinate and navigate distributed and diverse material-semiotic conditions, which can be used to foster a decolonial space for knowledge construction in CMI programs. Pedagogical and curriculum design implications are discussed at the end of the article. [ABSTRACT FROM AUTHOR]

The Commentary critically reflects on the papers published in the Special Issue (SI) of Applied Linguistics Review titled 'Reflection and Reform of Applied Linguistics from the Global South: Power and Inequality in English users from the Global South'. While the papers in the SI add new insights to the recent innovations in the ontology and epistemology of Applied Linguistics based on research studies done in the contexts of Australia, Brazil, Hong Kong, Kazakhstan, Mongolia, and Nepal, the Commentary shows that more research studies on the multi-modal meaning-making processes and the spatiality and temporality of semiotic resources will give a greater understanding of the meaning-making processes. The Commentary also indicates that the politics underlying the governance, policy packages of neoliberalism in education, and hidden linguistic governmentality observable in language policies and practices in both Global South and Global North require further attention. Decoloniality, moreover, requires delinking from the academic practices that give immense importance to northern theories. Minimizing intellectual dependency on northern theories may help gain the intellectual sovereignty of the South. Hence, the Commentary indicates that it is high time to explore what the epistemological South and geographical South have to say about the Global South. [ABSTRACT FROM AUTHOR]

This article examines the construction of epistemic injustice in creating and implementing an EMI policy. Drawing on "epistemic injustice" (Fricker, Miranda. 2007. Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press) and "misframing" (Fraser, Nancy. 2009. Scales of justice: Reimagining political space in a globalizing world. New York: Columbia University Press), we discuss how the EMI policy in Nepal's school education has reinforced the epistemic nature of social injustice. Taking an ethnographic approach, we have analyzed how EMI policies are created, interpreted, and implemented in two public schools located in historically marginalized ethnic minority/Indigenous communities. Our analyses show that the schools misframe and misrecognize Indigenous/ethnic minority parents' and children's linguistic knowledge and awareness of language education policy. While reproducing neoliberal values, EMI policies construct a deficit identity of Indigenous/ethnic minority communities by erasing and stigmatizing their knowledge of mother tongues in school. Such policies not only promote an English-only monolingual ideology but also pose multiple challenges for epistemic access of Indigenous/minority students and affect parents' "party of participation" (Fraser, Nancy. 2009. Scales of justice:Reimagining political space in a globalizing world. New York: Columbia University Press) in policymaking process. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'International Relations & Regional Studies' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Multilingualism has become the norm in families all over the world. These families need to juggle their children's linguistic identity and integration in their contexts. They may also need professional advice about which language(s) they should use at home, especially when children present with developmental disorders. There is a dearth of studies addressing the role parental views play in home-language maintenance with children with developmental disorders. This study is conducted in Spain, where Spanish is the national language, along with local languages in certain regions, as well as foreign languages. This qualitative study aimed to deepen our understanding of the views about language choice of multilingual families whose children have either typical language development or a developmental disorder in Spain. We recruited 26 parents of multilingual children aged between 5 and 10 years, from different linguistic backgrounds. Semi-structured online interviews were conducted. The data were analyzed through reflexive thematic analysis. The findings illustrate the complexity and nuance of parents' views and decisions regarding language choice in their contexts. The themes included identity and belonging, as well as the influences of external advice on parental decisions. It is important that professionals such as speech–language therapists understand these views to enable them to deliver family-centered care. [ABSTRACT FROM AUTHOR]

The paper explores the pivotal role of mothers in maintaining the Lithuanian language within the Lithuanian diaspora, drawing upon Spolsky's family language policy theory and Curdt-Christiansen's dynamic family language policy model. Analyzing data collected in 2011–2013 and 2015–2017, the study investigates various factors shaping family language policy, with a particular focus on the mother's influence. It examines the interplay between the mother's role, emigrants' language ideology, Lithuanian identity, language acquisition, proficiency, and language usage across different domains and emotional dimension of language attitudes. Quantitative analysis, considering respondents' parents' ethnicities, reveals that respondents with Lithuanian mothers exhibit stronger connections to Lithuanian identity, more frequent acquisition of Lithuanian as their first language, higher proficiency, and increased usage of Lithuanian within the family and as an inner language. Moreover, positive language attitudes towards the heritage Lithuanian language are more pronounced among those with Lithuanian mothers. However, emotional attitudes towards language did not significantly differ based on parental ethnicity. The paper concludes by discussing the heightened responsibility of mothers in language maintenance within the diaspora and the challenges they face in fulfilling this role. [ABSTRACT FROM AUTHOR]