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The Europeana digital library features cultural heritage collections from over 3,000 European institutions described in 37 languages. However, most textual metadata describe the records in a single language, the data providers' language. Improving Europeana's multilingual accessibility presents challenges due to the unique characteristics of cultural heritage metadata, often expressed in short phrases and using in-domain terminology. This work presents the EuropeanaTranslate project's approach and results, aimed at translating Europeana metadata records from 23 EU languages into English. Machine Translation engines were trained on a cleaned selection of bilingual and synthetic data from Europeana, including multilingual vocabularies and relevant cultural heritage repositories. Automatic translations were evaluated through standard metrics and human assessments by linguists and domain cultural heritage experts. The results showed significant improvements when compared to the generic engines used before the in-domain training as well as the eTranslation service for most languages. The EuropeanaTranslate engines have translated over 29 million metadata records on Europeana.eu. Additionally, the MT engines and training datasets are publicly available via the European Language Grid Catalogue and the ELRC-SHARE repository. [ABSTRACT FROM AUTHOR]

This article examines the use of non-English resources in academic libraries, with a focus on reference and instruction. Academic librarians from the United States and Canada were surveyed about their perceptions regarding the use of non-English resources during reference and instruction duties and the results are considered through a diversity, equity, and inclusion lens. The authors explore literature regarding the dominance of the English language in higher education, scholarly communication, and academic publishing. Library literature is also reviewed, emphasizing reference and instruction services viewed through a critical librarianship or "critlib" lens. These perspectives are applied to the survey results with a discussion of the implications for academic reference and instruction librarians. The article concludes with suggestions for areas of future research. [ABSTRACT FROM AUTHOR]

There is a well-known idiom uttered when someone doesn't understand: It's all Greek to me! The Greek language has two words for the English word time. One is a verb; the other is a noun. Advisors know the noun version well, but for clients, the verb version is more important because it means sensing opportunity. How confident are clients in making decisions? There are difficult questions without easy answers in financial planning. Some things might be all Greek to clients, but success can come when advisors focus on education and professionalism. [ABSTRACT FROM AUTHOR]

Employing a mixed-method (quantitative-qualitative) research design that involved random assignment and purposive selection, this study delved into the effect of the Technological, Pedagogical, and Content Knowledge (TPACK) Model on the Academic Performance in English of Grade 11 students and the challenges of its use as assessed by the teachers. The qualitative data collected from the interview were translated, coded, categorized, and given specific themes. Results from the experimentation divulged that the group exposed to the TPACK had more students who got passing grades. Hence, the TPACK model showed promising chances of improving students' academic performance. Four themes emerged concerning the challenges of the use of the TPACK Model as assessed by the teachers namely: Connectivity/Internet Issues and Unavailability of Facilities, Students' Limited Knowledge of the Technology and Unavailability of Devices, Teacher's Limited Knowledge of the Technology, and Teacher's Interest/Time and Age. Lastly, findings showed a significant difference in students' academic performance in English, particularly in the experimental group exposed to the TPACK. Hence, it was noted that the TPACK model can help teachers teach English and other learning areas to improve students' academic performance. To this effect, the TPACK model is recommended in teaching English and other learning areas to supplement and enhance teaching methodologies. In achieving technology's significant role in teaching and learning, support facilities and development programs for teachers' capacity building and upskilling that will improve technology integration were humbly suggested. [ABSTRACT FROM AUTHOR]

Music is a ubiquitous form of entertainment, engaging millions and providing emotional release for both musicians and listeners. Songs referencing suicide – a generally taboo subject – are common in U.S. culture, appearing in every genre of music from country to hip hop, punk rock to blues. Suicide songs prompt concern among the lay public (e.g., lawmakers, parents) and also researchers, whose work has documented statistically significant relationships between musical preference and suicidality. Still, suicide songs could also carry positive effects for listeners through behavioral modeling by illustrating alternatives to suicide. The outcomes are likely dependent, in part, on lyrical content. To understand lyrical content about suicide, the present study used thematic analysis to identify common threads in modern English-language songs referencing suicide. The lyrics of 674 songs were examined. The analysis identified 5 themes in which musicians illustrated: (1) support and empathy for people struggling with suicide, (2) personal experience with suicidal thoughts, (3) endorsement of suicide, (4) suicide as rebellion or revenge, and (5) self-medication. The study provides the foundation for future research on the relationship between song exposure and listener beliefs, attitudes, and behavior related to suicide. [ABSTRACT FROM AUTHOR]

A basic cognitive ability is the ability to detect patterns in the environment. A key pattern that could be useful in verb learning concerns correspondences between verbs and events. No prior study of verb + event links has included older toddlers or children learning a language other than English. We observed mother-child dyads across two languages/cultures, to ask: how often do young children hear verbs while seeing relevant events in everyday life? In Study 1, monolingual Spanish-speaking dyads (n = 12, 19–36 months old) in Santiago, Chile and Guatemala City, Guatemala were videotaped in their homes in two 45–60-min sessions. Samples were transcribed by fluent Spanish speakers and coded for verbs with referents that could be seen (e.g., forms of “pintar”/“to paint”). For these action verbs, coders then identified whether a relevant event was present; proportions computed to adjust for different amounts of talk. Children produced verbs with events 30% of the time (ave. prop. verb = .30, SE = .09); parents’ rate was 20% (ave. prop. verb = .20, SE = .05) for a combined rate of 50%. In Study 2, the same procedure was repeated with an English-speaking sample in Austin, Texas (n = 12, 23–36 months old), and similar rates of verb-event co-occurrences in the children’s and parents’ speech were found. Specific verbs spoken by children and parents are reported. In sum, across two languages/cultures, action verbs co-occurred with referents approximately 50% of the time, and many co-occurrences fit the child’s actions. These findings are important to inform new empirical studies and guide current verb theories. [ABSTRACT FROM AUTHOR]

This article presents findings from a six‐month Language and Social Justice course collaboratively designed with multilingual educators in the Dominican Republic. Teaching and learning processes with Dominican and Haitian youth (ages 18–24) illustrate how opportunities to learn about English and Kreyòl from a transnational perspective can disrupt dominant discourses about youth's relationships with themselves and each other. By intentionally focusing on counternarratives to notions that Dominican youth reject their Blackness and that Dominican and Haitian youth interact in tension rather than solidarity, this study highlights how youth “translate blackness” (García Peña, 2022) through language learning. Drawing from transnational literacy frameworks that engage the cultural and linguistic repertoires of Black youth in relationship with one another (Skerrett & Omogun, 2020; Smith, 2023) and from Black‐centered language pedagogies (Anya, 2017; Clemons, 2021b), I describe how youth negotiate meanings and orientations to Blackness through language and literacy practices. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Conclusion Quality maternity care is known to improve a range of maternal and neonatal outcomes. The Lancet Series on Midwifery's Quality Maternal and Newborn Care (QMNC) Framework is a high‐level synthesis of the global evidence on quality maternity care. Initial qualitative work demonstrated the Framework's adaptability in evaluating service user and provider perceptions of the quality of maternity care. However, evaluating services at scale requires a survey instrument. This paper reports the validation of the QMNC Framework index (QMNCFi), a five‐part survey for the evaluation of maternity care across diverse settings.International online English language survey of women who had given birth in the previous year in Australia, Ghana, India and the United Kingdom (UK). It was distributed through service user networks (UK and Australia) and at postnatal clinics (Ghana and India). All forms were completed online. Test–retest was conducted to assess reliability.Five hundred and forty mothers completed the survey (Australia 136; Ghana 131; India 153; UK 120). Construct validity: Cronbach's α in 12 of the survey's 13 sections ranged from 0.795 to 0.986; for the remaining section the alpha was 0.594. Reliability: 55 participants completed the QMNCFi a second time. Intraclass correlation coefficient results ranged from 0.657 to 0.939 across the 13 sections. Field researchers in Ghana and India reported that the survey was easily understood and completed.This survey has shown that, across diverse contexts, the QMNCFi is a valid, reliable, and comprehensive tool for measuring service user perceptions of the quality of care over time. [ABSTRACT FROM AUTHOR]

This study examined the impact of technology-based non-enculturation sources on Yoruba (Nigerian) teenagers' nuclear and contrastive stress assignment to determine the suitability of the facilities as ancillary models of spoken English in Nigeria. Labov's variability theory and Liberman and Prince's metrical phonology served as theoretical framework. Participants were purposively selected from 300 University of Ibadan teenage undergraduates (UIYTUs) and a Briton, who served as the native baseline (NB). The teenagers' technology (TC) levels were ascertained through a questionnaire. Participants were stratified into High(H), Mid(M) and Low(L) TCs. Their production of a prepared text into Speech Filing System (version 1.54) constituted the data which were analysed statistically, metrically and acoustically. The teenagers' nuclear stress assignment to regular [F(2, 297)=63.78; p<.05] and contrastive [F(2, 297)=50.93; p<.05] Designated Terminal Elements was reflective of their level of technology exposure. HTC exhibited metrical pattern similar to the NB. MTC either imposed stress on metrically weak syllables or assigned stress following the NB pattern. LTC productions were predominantly characterised by stress clash. Sample HTC spectrograms showed the highest amplitude and longest duration for the nuclearly stressed syllable. Although the spectrograms of the MTC displayed some alternation, the nuclearly stressed syllable did not receive its due prominence. Sample LTC spectrograms displayed flatness. Technology-based non-enculturation sources of native English available to teenage Nigerians have the capability of enhancing their spoken English. These technological devices should be explored as alternative model of English pronunciation. [ABSTRACT FROM AUTHOR]

ABSTRACT The study reported here sets out to investigate to what extent Generation Z EFL speakers employ English in their linguistic practices on digital media platforms and how these compare to the patterns of English use on other social occasions. To that end, 630 adolescents (aged 14 to 18) from five grammar schools were targeted in the Austrian province of Vorarlberg. Results of a 27‐item survey pinpoint young individuals’ habitual reliance on English for (i) socializing on Facebook, Twitter, and similar platforms; (ii) consuming content on YouTube and TikTok; and (iii) watching series on various streaming platforms. Simultaneously, English is also revealed as an important linguistic variant underpinning their daily communicative practices, notably interactions with peers. The multiple linear regression analysis pinpoints statistically significant associations between learners’ habits of digital media use and their in‐group conversational practices. This is interpreted as a sign indicating the emergence of ESL‐like qualities in a traditional EFL setting. It is argued that consuming and engaging with digital media products through English may be affecting the psycholinguistic modus operandus of a noticeable cohort of young EFL speakers, who become increasingly bilingual as a result of those practices. Consequently, it is this adjusted psycholinguistic state (from predominantly monolingual to increasingly bilingual) that motivates the addition of English to the sociolinguistic repertoire of conversational practices. [ABSTRACT FROM AUTHOR]

The English pronominal system has been the matter of heated debate among grammarians for the last 300 years. This is especially the case of the dichotomy nominative-objective pronoun forms I/me; he/him; she/her; we/us; and they/them in a set of linguistic contexts. In present-day English, the phenomenon does not appear to be a matter of correct vs. incorrect language, but one of formal vs. informal language, although a different state of affairs is found in earlier periods of English. Since the eighteenth century, a great concern for language correctness grew, resulting in an upsurge in the publication of grammars as an attempt to regularize the language and ‘enforce a uniformity and conformity to some absolute standard’ (Drake 1977: 1). Usage books, however, reveal a lack of consensus among grammarians on the ‘correct’ use of pronouns, and a look at the evidence demonstrates significant variation on their usage during the late Modern period. The present paper aims to investigate the correlation between prescriptivist norms and actual usage as regards English pronominal forms over the course of the eighteenth and nineteenth centuries. Precepts are studied in view of prescriptive commentary in grammars, whereas quantitative data is retrieved from CLMET3.1 (The corpus of late modern English texts). The purpose of this piece of work is therefore twofold: a) to analyze the historical distribution of pronoun case forms in postverbal position in the period 1710–1920 and b) to evaluate the influence that prescriptive rules may have had upon their actual usage over time. Case variation is thus explored in three different linguistic environments, including the use of pronouns after the linking verb be (e.g. ‘it is I/me’) and after the conjunctions than (e.g. ‘she is taller than I/me’) and as (e.g. ‘she is as tall as I/me’). [ABSTRACT FROM AUTHOR]

AbstractThere is a considerable body of research documenting the languages First Nations children bring to school. However, despite language being a key factor impacting on educational outcomes, there is little research focussing on the students’ language use within schools outside specific learning contexts. Therefore, in this study we sought to explore the language resources used by Australian Aboriginal children at school, particularly those underexamined cohorts living in regional and remote locations. We examined how they used language in the classroom and in the playground, and with different audiences (e.g. peers vs teachers). Naturalistic language data were collected in seven schools located in different settings within Western Australia. 230 children and their teachers were recorded. The data show these students draw on their full linguistic repertoire when at school – moving between lighter or heavier varieties of Australian Aboriginal English (AAE), their traditional languages (e.g. Martu and Kija), SAE, as well as Kriol (an Australian creole) in some remote locations. We also found they adjusted their language choices according to the audience and content of their discussions and they utilised processes of translanguaging as part of these school interactions. [ABSTRACT FROM AUTHOR]

Research developments in world Englishes have advanced our understanding of the plurality of Englishes, problematizing the historical and ongoing privilegization of Inner Circle Englishes. Studies have shown how monolithic conceptions of English can limit students’ exposure to varieties of English and hinder language learning. This issue is particularly salient in higher education contexts where “standard” academic English is largely perceived as the ultimate learning goal. This narrow perspective of English undervalues the rich linguistic and cultural resources of multilingual students and their efforts to use such resources in navigating the intercultural realities of English academic settings. Drawing on data from an undergraduate English academic writing course where a group of Chinese students learned to paraphrase and write with sources, we demonstrate the intercultural nature of their linguistic choices for paraphrasing tasks, highlighting the critical need to recognize the legitimacy of multilingual students as users of world Englishes. [ABSTRACT FROM AUTHOR]

Background Aim Method Results Conclusion In June 2022, the Society of Hospital Pharmacists of Australia (SHPA) Specialty Practice Medicines Information Leadership Committee formally requested an expanded range of imported medicines to be included in the latest edition of the Australian Injectable Drugs Handbook (AIDH), developed and published by SHPA. This request was to aid medication safety and reduce the duplication of work required by tertiary hospital staff when producing local guidance. This study describes the challenges faced by the AIDH editorial team in obtaining information in English for imported medicines.The purpose of this study was to determine whether machine translation is suitable for translating foreign language product information (PI) documents into English.Three sources (one machine and two human sources) were used to translate the PI provided for five imported medicines from four languages into English. We compared the quality of the translations for obtaining information suitable to inform a medicine administration guideline. Ethical approval was not required for this research article as it involved no experimental investigations on humans and did not involve human participants or cohort comparisons.Our study found machine translation and human translations to be very similar in terms of readability and adequacy. Machine translation was found to be more time‐saving and cost‐effective.Our results suggest that it may be appropriate for pharmacists to harness the time‐ and cost‐saving benefits of machine translation. However, pharmacists must apply their critical evaluation skills to the information provided regardless of the source of the translation. Information translated from another language relating to the administration of an injectable medicine must be verified against an English language source. [ABSTRACT FROM AUTHOR]

Zhijue直觉 is the Chinese translation of the English word ‘intuition’. These two terms, however, do not hold completely equivalent meanings. Before this translation, traditional Chinese lacked a precise counterpart for the concept, though intuitive thinking has long been integral to Chinese culture. Consequently, Zhijue not only inherits the cultural connotations of the Western term ‘intuition’ but also integrates traditional Chinese intuitive thought. Translating intuition into zhijue goes beyond linguistic conversion—it reflects a cultural hybrid shaped by intercultural collision and fusion. This paper investigates how the concept of intuition, as developed in Croce’s aesthetics, is reinterpreted and adapted by Zhu Guangqian in the modern Chinese aesthetic context, generating new meanings. By tracking the cross-cultural journey of the term ‘intuition’, this study explores the comparative exchange between Western and Chinese ways of thinking and their cultural implications, offering insights into the traveling of concepts across cultures. [ABSTRACT FROM AUTHOR]

This paper discusses the use of zero and that as connectors for object clauses in eighteenth-century English. Previous approaches have shown that the use of zero increased in late Middle English and became well-established in the second half of the sixteenth century, especially in speech-based text-types. Our own research, based on the evidence of The Parsed Corpus of Early English Correspondence, has shown that in the mid-seventeenth century zero was well beyond the mid-range stage of lexical diffusion (73%) with the five high frequency verbs to know, to think, to say, to tell and to hope. Chronologically, it has been shown that progress of the zero innovation was thwarted in the eighteenth century, which has been attributed to the effect of prescriptivism. In this paper, we intend to throw light on this issue by tracking the courses of zero and that during the eighteenth century in both usage and precept. With this purpose we rely on two sources of information. On the one hand, a precept corpus containing a selection of grammars published in Britain in 1681–1800. Usage, on the other, has been surveyed in light of the evidence of The Corpus of Early English Correspondence Extension Sampler. Our aim is to assess the existence of a correlation between usage and precept in the expression of object clauses in this period with the following objectives: i) to analyse the use and distribution of zero and that clauses among grammarians; ii) to evaluate the incidence of the phenomenon in correspondence, as an input mirroring the vernacular; and iii) to assess the role of the grammarians’ statements in the propagation of the marked conjunction over the period. [ABSTRACT FROM AUTHOR]

In the English language, when a sentence contains all letters of the alphabet, such as "The/A quick brown fox jumps over the lazy dog", this is known as a pangram. Curiously, despite its odd meaning, this fox-dog pangram has found practical usage in some applications, mainly in text typography related to computer graphics, in linguistics, as a writing tutorial, or for testing computer keyboards. Even more curiously, it has been detected as a residual of template text in some academic papers. This unique linguistic curiosity was examined by screening Scopus and Web of Science, as well as Google Scholar from 2019–2023, to appreciate its practical use, as well as to assess whether there were any cases of residual template text, the main target of this exercise. In the latter case, this letter advocates for the removal of this residual text, in the form of a literary correction. [ABSTRACT FROM AUTHOR]

This study examined the influence of mobile-assisted critical writing instructions on EFL learners' writing skill in language institutes. Ninety EFL learners who were studying English at three branches of a language institute in Iran took part in this research. Two equal groups as control and experimental were formed. As the pretest, a writing task was assigned to the groups which required them to write an argumentative report. The reports were the participants' personal analyses of the contents they had viewed on TV about an important political issue. After the pretest, the control group received instructions for critical writing in class without using Instagram. The treatment lasted for 12 weeks. During the treatment, the control group were asked to watch some TV channels devoted to news. The experimental group received instructions for critical writing in class and via Instagram. The treatment lasted for 12 weeks. The experimental group, who were all Instagram users, were asked to view some Instagram accounts belonging to famous news agencies. Additionally, an Instagram account was created by the teacher and they were asked to follow it for receiving instructions there. When the treatments ended, the posttest was administered. The control group were required to watch the TV channels and the experimental group were required to view the Instagram accounts to write an argumentative report about an important political issue. The reports were the participants' personal analyses of the contents they had viewed. Despite having nearly the same mean scores on the pretest, the two groups' mean scores on the posttest were different and the experimental group scored higher than the control group. Finally, 15 members of the experimental group were interviewed. The focus of the interview was on the participants' suggestions and criticisms of the study. Overall, the experimental group had positive perceptions of the treatment. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers. [ABSTRACT FROM AUTHOR]

This paper contributes to the study of power imbalances in intercultural encounters by investigating the role of language differences in the construction and deconstruction of ‘cultural differences’. Adopting a Critical Discursive Psychological approach, it demonstrates how self- and other-perceived language proficiency differences can lead to the (re)production of cultural stereotypes. At the same time, evaluations of language proficiency differences might also be used to resist cultural explanations. Taking the example of international management higher education, the study shows how students with self-evaluated stronger English proficiency regularly draw on culture as explanatory factor when describing their perceptions of ‘weaker’ English speakers’ engagement in teaching and learning activities. The study, which is based on 46 student reflexivity papers, thus demonstrates that overlooking the role of language differences in intercultural encounters might lead to stereotyping processes. Language-related power asymmetries get therefore masked as ‘cultural differences’. [ABSTRACT FROM AUTHOR]

Background: A specific phobia is an anxiety disorder that is characterised by persistent and excessive fear in the presence of the object of the phobia. Animal phobias are the most prevalent forms of specific phobia among humans. Fear of snakes (snake phobia) is present in non-human primates which suggests its evolutionary origins as the ability to detect the threat of snakes was critical for survival. Snake phobia is a critical factor in protecting snakes and mitigating snakebite burden. To date, only one standardised psychometric test [the Snake Questionnaire (SNAQ) developed in 1974] has been used to quantify snake phobia although this was not performed in snakebite-endemic countries. In this study, we aimed to determine snake phobia in India, where snakebites and resulting deaths, disabilities and socioeconomic impacts are high. Methodology/Principal findings: A modified version of the SNAQ (i.e. SNAQ12), which has previously demonstrated internal consistency, excellent reliability, and good discrimination between phobics and non-phobics in Europe was used in this study. SNAQ12 was developed both in English and Tamil and validated by testing on several individuals. Then, the final questionnaire was disseminated to members of the public through various methods including social media and in person through academic and clinical organisations. We received a total of 2032 responses, comprising 1086 [53.4%] males and 946 [46.6%] females, and these data were analysed to determine various aspects of snake phobia in the study population. Conclusions/Significance: The results demonstrated good internal consistency in using SNAQ12 to determine the phobia amongst the tested population. The data suggests that males are more snake-phobic in all age groups than females in India, in contrast to previous research that suggested that females are usually more snake-phobic. No other critical factors contribute to snake phobia in this study population. The use of the SNAQ12 allowed us to easily discriminate between individuals with phobia and non-clinical controls. This tool can be used as part of the One Health approach to better understand the relationships between snake phobia and snakebites and their impact on the mental health and well-being of vulnerable populations. Author summary: Snakebite envenoming often occurs due to unnecessary human-snake conflicts. Fear of snakes is a key factor in driving this conflict which frequently results in killing snakes. To protect humans from snakebites and snakes from humans, it is critical to estimate the level of snake phobia among vulnerable communities. Therefore, in this study, we used a robust online questionnaire (SNAQ12) to measure the level of snake phobia among members of the public in India, which is the capital of snakebites. SNAQ12 was developed in English and a local language, Tamil and validated before disseminating to members of the public through several methods. We received over 2000 responses, and the data analysis confirmed the internal consistency and robustness of this questionnaire for Indian communities. The data demonstrated that males across all age groups are more phobic to snakes than females in India. The phobia was not dependent on any other factors such as age and education levels. While this study has some limitations, it forms the basis for further research to determine the level of phobia before and after snakebites and develop robust strategies to tackle this condition. We believe that preventing and treating snake phobia will aid in mitigating snakebite burden and promoting snake conservation in India. [ABSTRACT FROM AUTHOR]

The contrasting differences that exist in the English and Cantonese phonological systems result in divergent articulatory production between them. This article aims to investigate the negative transfer of Cantonese EFL learners in acquiring English consonant clusters and the constraint rankings of Cantonese and English syllable systems by comparing syllable structures and analyzing experimental statistics. The objective is to elucidate the reasons behind their negative transfer in English syllable acquisition. The research results demonstrated that Cantonese EFL learners found it easier to acquire consonant clusters in the onset position compared to the coda position. Additionally, an increase in consonants in the coda position posed greater difficulties for Cantonese EFL learners. The results also indicated that participants encountered the most problems with deletion, followed by substitution and epenthesis. The OT analysis reveals that the different rankings of faithfulness and markedness constraints in Cantonese and English led to transfer errors. [ABSTRACT FROM AUTHOR]

We examined intercultural conversations in English between South African and Dutch pre‐service teachers during a Collaborative Online International Learning (COIL) project. Unlike traditional COIL research, which emphasizes good practices and professional development, our approach explored the significance of everyday conversations in finding common ground. Through video analysis, we explored instances when common ground fostered a third space—a hybrid, in‐between space—with the potential to promote equity and inclusivity. Results highlight how intercultural, professional, and personal conversations created temporary moments of third space. The role of “connection” in a COIL project shows how specific snapshots of intercultural communication and personal and normative conversations give alternative insights into pre‐service teacher professional development. These dynamics suggest the importance of a more humanistic approach through descriptions of small, everyday conversational snapshots. Results in this study confirm that a North‐South COIL project using English as a lingua franca is an effective way to promote inclusion and mutual understanding. [ABSTRACT FROM AUTHOR]

Research on second language (L2) pronunciation self‐assessment reports a general misalignment between self‐ and other‐assessment. This has been attributed to the object of self‐assessment, the self‐assessment task, the measures to which self‐assessment is compared, and speakers’ characteristics. Here, we examined self‐assessment of a discrete phonological feature—sentence stress—by L2 English speakers as compared to the assessment of first language English listeners through a timed, forced‐choice judgment task with low‐pass filtered stimuli, which contained only suprasegmental cues. Additionally, we explored how individual differences among speakers predict self‐assessment. Speakers generally overestimated their accuracy in sentence stress assignment in a pattern resembling the Dunning‐Kruger effect despite the controlled nature of the task. Speakers with larger vocabulary size judged their sentence stress assignment as correct more often and showed greater overconfidence and miscalibration. Finally, the assessments of speakers with a background in applied linguistics and/or language teaching were more aligned with listeners’ assessments. [ABSTRACT FROM AUTHOR]

The role of the extended amygdala and amygdala in mediating emotion and inhibitory control in native language versus second language processing is currently not well understood. The current study examined activity in the extended amygdala and amygdala when twelve healthy young adults were exposed to emotional-linguistic stimuli in either their native language (i.e., Japanese) or in a second language (i.e., English) using a go/no-go task while undergoing fMRI scans. Data was bootstrapped using random resampling. A significant interaction was observed for the amygdala and extended amygdala activity for language (English vs. Japanese), emotional-linguistic valence (positive, negative, neutral) and inhibitory control (go/no-go condition). Furthermore, main effects were observed for language and valence for the amygdala and extended amygdala. Main effects were observed for inhibitory control for the extended amygdala and right amygdala but not for the left amygdala, which did not show a main effect for inhibitory control. Significant interactions and main effects were also observed for behavioral outcomes (go/no-go reaction time and accuracy scores) for the amygdala and extended amygdala. Post hoc analyses found that under conditions of inhibitory control participants had less activation in the extended amygdala and amygdala when processing emotional information in English (i.e., second language) compared to Japanese (i.e., native language). In summary, our findings suggest that the amygdala and extended amygdala may mediate emotion and inhibitory control when participants process information in their native (Japanese) versus a second language (English). [ABSTRACT FROM AUTHOR]

The study highlights ChatGPT-4’s potential in educational settings for the evaluation of university students’ open-ended written examination responses. ChatGPT-4 evaluated 54 written responses, ranging from 24 to 256 words in English. It assessed each response using five criteria and assigned a grade on a six-point scale from fail to excellent, resulting in 3,240 evaluations. Verification-based chain-of-thought prompting with the RAG framework ensured ChatGPT-4’s accurate recall of responses and secure alignment in the university’s evaluation criteria. ChatGPT-4’s grading showed good consistency with the teacher’s grading. Mistakes in recalls and discrepancies between ChatGPT-4 and teacher assessments could be reduced. The results suggest a promising potential for using LLMs like ChatGPT-4 in academic written response evaluations. [ABSTRACT FROM AUTHOR]

This paper investigates cross-linguistic variation in the expression of adnominal person (pers n ; cf. English “we linguists”) based on a survey of 114 languages, focusing on word order. Two subtypes are distinguished according to whether pers n is expressed by an independent pronoun as in English or by a morphologically dependent marker. Prenominal adnominal pronouns are the most common type of pers n marking overall, while the morphologically dependent markers are predominantly postnominal (or phrase-final). The order of pers n marking relative to its accompanying noun is shown to interact with head-directionality (VO/OV-order, position of dependent genitives, adpositions) and with the position of demonstrative modifiers (prenominal/postnominal) using generalised linear mixed-effects models. Theoretical implications and possible explanations for deviations are discussed concerning variation in the encoding of pers n as head or phrasal modifier and its (lack of) co-categoriality with demonstratives. [ABSTRACT FROM AUTHOR]

Mindfulness has received increased attention recently in educational contexts as a tool helping students mitigate negative emotions, enhance resilience, reduce classroom anxiety, and improve academic performance. Although interventions that teach mindfulness principles have flourished in elementary school and university contexts, limited research has investigated the effects of interventions in educational contexts for English language learning. This study investigates student perceptions of the effectiveness of mindfulness interventions in an intensive English program for non-matriculated university students where teachers taught a 65-minute mindfulness lesson once a week for 13 weeks in addition to their normal English language curriculum. Six teachers and 107 English language learners participated. Teachers were given the flexibility to decide how best to incorporate the mindfulness interventions into their lessons. Survey and focus group data were collected. The qualitative comments were analyzed following a phenomenological approach to understand how students perceived their individual learning experiences. Students' overall reaction to the mindfulness interventions was positive; they highlighted benefits to both their emotional toolbox and their classroom experience. Implications of this research incorporating mindfulness instruction into the ESL classroom are also included. [ABSTRACT FROM AUTHOR]

The purpose of this systematic review is to further our understanding of women and educational leadership knowledge production from three Chinese societies and to contribute to the development of a more diverse global knowledge base in gender and educational leadership and management. A total of 341 articles were identified from 4 electronic databases. We conducted a systematic review of 24 eligible articles that focused on women and educational leadership in Mainland China, Hong Kong and Taiwan, utilised empirical research designs and were published in peer-reviewed English-language journals between 2000 and 2021. This review synthesised six overarching themes, including the underrepresentation of women leaders in schools and universities; barriers for women's career advancement; impact of social-cultural contexts on gender-related leadership; gender stereotypes and gender dynamics; gender-based variation in leadership behaviours; and gender equity legislation and policies. The review reveals that underrepresentation of female leaders is a pervasive problem in both schools and universities across three Chinese societies. Substantial gaps still exist between policies and practices. The study highlights systemic barriers and lack of organisational enablers for women's career advancement. The implications and directions for future studies are discussed. [ABSTRACT FROM AUTHOR]

This study investigates whether forms associated with verbal inflection can be acquired in relation to two UG-based L2 acquisition hypotheses: the Full Transfer Full Access (FTFA) Hypothesis (Schwartz, Bonnie & Rex Sprouse. 1994. Word order and nominative case in nonnative language acquisition: A longitudinal study of (L1 Turkish) German interlanguage. In Teun Hoekstra & Bonnie D. Schwartz (eds.), Language acquisition Studies in generative grammar, 317–368. Amsterdam: John Benjamins, Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the 'full transfer/full access' model. Second Language Research 12. 40–72) and the Interpretability Hypothesis (Tsimpli, Ianthi-maria & Maria Dimitrakopoulou. 2007. The Interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research 23. 215–242). The former captures the insight that convergence on grammars like those of native speakers is possible, whereas the latter argues that a native/non-native divergence results from the inaccessibility of some uninterpretable syntactic features. Ninety adult L1 speakers of Chinese of different English proficiency levels were asked to interpret and produce tense and agreement in various contexts in three tasks. Results suggest that the underlying grammatical representations in the end-state grammar may not be the same as native speakers'. We speculate that the inaccessibility of the uninterpretable [uInfl:] feature of v and the uninterpretable [uInfl:*] feature of be are the potential source of difficulty in acquiring verbal inflection in L2 English. [ABSTRACT FROM AUTHOR]

This study explored the benefits of collaborative writing in L2 Chinese by (a) comparing the texts written collaboratively versus individually and (b) investigating the effects of collaborative writing on subsequent individual writing. Forty-four English-speaking students enrolled in an intermediate Chinese course were assigned to a collaborative writing group and an individual writing group. All participants completed a timed in-class writing task at the beginning and end of the semester, working as pre-and post-tests. The participants in the collaborative writing group completed two out-of-class writing assignments in pairs through online written chats, while those in the individual writing group completed the same tasks individually. The texts were analyzed for content, organization, character and lexical accuracy, and non-parametric tests (Mann-Whitney U tests and Wilcoxon signed ranks tests) were performed on the data for statistical analyses. The online chats were segmented into different episodes (e.g., language- and content-related episodes) to provide in-depth explanation for the findings. The effect of collaboration was examined from two aspects. The comparison between the texts written collaboratively versus individually showed that the collaborative texts were significantly better than those composed individually in organization and lexical accuracy. The pre-post comparison between collaborative and individual writing groups observed that collaboration contributed positively to subsequent individual writing quality by significantly impacting its content and lexical accuracy. [ABSTRACT FROM AUTHOR]

A large body of research has investigated the factors which underlie willingness to communicate (WTC). However, scant scholarly attention has been paid to WTC vis-à-vis learner talk, i.e., how intentions to talk translates into talk. Drawing on Dörnyei's retrodictive qualitative modelling template, this research comprises a qualitative multiple-case study of three South Korean students who were learning English in a low-proficiency EAP classroom in the UK study-abroad context. Specifically, the study examined what factors facilitated or hindered their WTC-talk realisation. Methodological triangulation was achieved by means of classroom observations, audio-stimulated recall interviews and semi-structured interviews. Findings revealed five individual factors and four contextual factors which formed various interactional patterns and interdependently influenced the three students' WTC-talk realisation. Such interactional patterns showcase how individual and contextual factors interact and contribute to WTC and individual differences in communication frequency in the EAP classroom. The study provides novel empirical evidence for the influence of the Korean Confucian-based culture of learning and communication on students' L2 practice. Informed by the complex dynamic systems theory, the study concludes with pedagogical implications that aim to inspire EAP practitioners to cultivate WTC-friendly classes that optimise the realisation of learner talk. [ABSTRACT FROM AUTHOR]

Background: Deep inferior epigastric perforator (DIEP) flap breast reconstruction is an increasingly popular technique, but controversy exists regarding the optimal use of closed suction drains (CSD) at the abdominal donor site. This narrative review synthesizes current evidence on CSD application, criteria for placement/removal, and complications in DIEP flap procedures. Alternative techniques and implications for postoperative care are also discussed. Methods: A systematic search was conducted in August 2024 across several databases to identify English language studies related to CSD use in DIEP flap breast reconstruction. Inclusion criteria consisted of original research on aspects such as CSD volume criteria, timing, complications, alternatives like progressive tension sutures, and impact on showering and patient outcomes. References from relevant papers were hand-searched. Results: The review found a lack of consensus on CSD protocols, with drainage volume triggering removal varying widely from 5 mL to 80 mL daily. While CSD may reduce seroma/hematoma formation, earlier removal (≤3 days) did not increase complications and shortened hospital stay. Progressive tension sutures show promise as an alternative, with evidence of comparable or reduced complications and improved recovery versus CSD. The safety of early showering with drains remains unclear. Conclusions: Although CSD aims to minimize postoperative complications, more rigorous randomized trials are needed to establish evidence-based practices for the timing of removal and demonstrate the efficacy of emerging drain-free techniques on patient-centered outcomes. Standardized criteria could reduce practice variability. Further research should also explore the long-term impact of drainage strategies on aesthetic and functional results. [ABSTRACT FROM AUTHOR]

Background/Objectives: Gastrointestinal functional disorders (GFDs), including irritable bowel syndrome (IBS), are imbalances in the gut–brain axis characterized by persistence of symptoms in the abdominal area. Probiotics are live microorganisms that provide benefits to the health of their hosts when administered in adequate amounts, while prebiotics are a substrate that is selectively used by host microorganisms. This narrative review aimed to evaluate the effectiveness of prebiotics and probiotics mostly in irritable bowel syndrome, particularly on issues such as the interaction between these products and the gut microbiota, the duration of supplementation and long-term effects, the definition of ideal dosages, and the regulation and quality control of these products. Methods: A bibliographic search was carried out in indexed databases and articles published within 10 years before the beginning of the study and publications in English language, which investigated the specific theme of the study were considered. Papers dealing with topics not covered by the research questions, or presenting errors related with the wrong population or the wrong methods, as well as experimental studies and case reviews were excluded. Fifty-five articles were selected, initially in isolation by the authors and, afterward, under consensus. Results: It was possible to observe the effectiveness mainly of probiotics, in improving specific symptoms of the respective disorder; however, the available data remain unclear due to limitations concerning samples and methods of the studies evaluated. Conclusions: Despite evidence suggestive of therapeutic efficacy, additional multicenter randomized controlled trials (RCTs) with better defined protocols are still necessary to fill in the gaps in this subject, define measures to ensure the safe administration of these products, and confirm their therapeutic potential. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate how the amount of home language use between the primary caregiver and bilingual Spanish- and English-speaking children with hearing loss who use cochlear implants (CIs) versus their bilingual age-matched peers with normal hearing (NH) can impact speech outcomes in the home language. Method: Thirty-four bilingual Spanish- and English-speaking children (17 CI users and 17 with NH) between the ages of 5;3 and 7;9 (years;months) participated in this study. Independent variables were the amount of home language use with the primary caregiver and hearing status, and dependent variables were vowels and consonants correctly produced and occurrence of selected phonological processes. The amount of home language use was ascertained from surveys, and the dependent measures were based on a single-word picture elicitation task. Results: Bilingual children with CIs who are exposed to Spanish for more than 80% of the time via their primary caregiver performed better on Spanish seg-mental accuracy measures than those who are exposed to Spanish from only 20% to 50% of the time, specifically on vowels (partial η² = .31) and consonants (partial η² = .025). Children with NH outperformed children with CIs on all accuracy measures in Spanish. Conclusions: Preliminary results suggest the importance of language exposure through interactions with the primary caregiver for speech development in bilingual children. Future studies should investigate strategies to facilitate home language development in bilingual children with CIs, enabling them to reach their full potential. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated articulatory patterns for American English /ɹ/ in children with and without a history of residual speech sound disorder (RSSD). It was hypothesized that children without RSSD would favor bunched tongue shapes, similar to American adults reported in previous literature. Based on clinical cueing practices, it was hypothesized that children with RSSD might produce retroflex tongue shape patterns at a higher relative rate. Finally, it was hypothesized that, among children who use a mixture of bunched and retroflex shapes, phonetic context would impact tongue shape as reported in the adult literature. Method: These hypotheses were tested using ultrasound data from a stimul-ability task eliciting /ɹ/ in syllabic, postvocalic, and onset contexts. Participants were two groups of children/adolescents aged 9-15 years: 36 with RSSD who completed a study of ultrasound biofeedback treatment and 33 with no history of RSSD. Tongue shapes were qualitatively coded as bunched or retroflex using a flowchart from previous research. Results: Children with no history of RSSD were found to use bunched-only tongue shape patterns at a rate higher than adults, but those who used a mixture of shapes for /ɹ/ followed the expected phonetic contextual patterning. Children with RSSD were found to use retroflex-only patterns at a substantially higher rate than adults, and those using a mixture of shapes did not exhibit the expected patterning by phonetic context. Conclusions: These findings suggest that clients receiving ultrasound biofeedback treatment for /ɹ/ may be most responsive to clinician cueing of retroflex shapes, at least early on. However, retroflex-only cueing may be a limiting and insufficient strategy, particularly in light of our finding of a lack of typical variation across phonetic contexts in children with remediated /ɹ/. Future research should more specifically track cueing strategies to better understand the relationship between clinician cues, tongue shapes, and generalization across a range of contexts. [ABSTRACT FROM AUTHOR]

Events can be perceived from different perspectives. Langacker, Ronald W. (1990. Subjectification. Cognitive Linguistics 1. 5–38) typologically categorised the perspectives in event construal as subjective construal and objective construal based on how egocentric a perspective is. Compared with Western languages, such as English, Japanese is argued to be a language that favours subjective construal. However, little empirical work has tested this assumption directly. We investigated whether Japanese and English construe events from different perspectives by focusing on the linguistic encodings of event roles "agent" and "patient". Our findings show that when selecting event roles as sentence subjects, Japanese speakers prioritised animacy over agency whereas English speakers emphasised agency (while also considering animacy). This can be attributed to the different preferences of the two languages for the degree of egocentricity in event construal. Furthermore, we explored how L1-based conceptualisation of event roles influences the linguistic expressions of event roles in L2. Our results demonstrate that Japanese learners of English had difficulty reconceptualising event roles in L2 English. This study adds a piece of quantitative evidence to the cognitive linguistics theory on subjective construal in Japanese and questions the universality of the agent-first hypothesis in the Thematic Hierarchy. [ABSTRACT FROM AUTHOR]

Simple Summary: This study on ovarian cancer clinical trials reveals significant underrepresentation of ethnic minorities and socioeconomically deprived individuals compared to the general patient population. Trial participants were predominantly White, English-speaking, and from less deprived areas. Factors such as age, socioeconomic status, and language proficiency were identified as key predictors of trial participation. These findings highlight a critical gap in ensuring diverse representation in clinical research, which is essential for enhancing the applicability of treatment outcomes across different patient demographics. Addressing these disparities is crucial for promoting equity in healthcare access and improving overall cancer care outcomes. Future efforts should focus on implementing inclusive recruitment strategies and collecting comprehensive demographic data to better understand and address barriers to participation among underrepresented groups. Background: Ethnic and socioeconomic disparities in cancer outcomes are exacerbated by clinical trial underrepresentation. This study aims to identify inequalities in ethnicity and socioeconomic features among ovarian cancer clinical trial participants in two London cancer centres. Methods: All ovarian cancer patients treated between 2017 and 2022 were included. Patients participating in clinical trials were classified as the trial population (TP); the remainder were considered the non-trial population (NTP). Data on disease characteristics and sociodemographic features, including ethnicity and Indices of Multiple Deprivation (IMD) deciles, were accessed from electronic patient records. Results: Of the 892 patients, 212 (24%) were enrolled in trials: 87 in Phase II, 103 in Phase III, and 21 in prospective, non-investigational medicinal product trials. The TP were more likely to be of White ethnicity (72.6% vs. 57.5%; p < 0.001), younger (mean age 58 vs. 60; p = 0.003), living in less deprived areas (most deprived tercile: 21.2% vs. 34.0%; p = 0.004), and English-speaking (95.8% vs. 90.9%; p = 0.041). In the multivariate analysis, White ethnicity (p < 0.0001), age (p = 0.003), IMD decile (p = 0.007), and interpreter requirement (p = 0.037) were independent predictors of trial participation. Conclusions: Ethnic and socioeconomic inequalities affect trial participation, potentially worsening health disparities in ovarian cancer patients. Strategies to overcome trial recruitment barriers for underserved groups are needed to improve the equity of care. [ABSTRACT FROM AUTHOR]

This study explores whether middle-school students can exploit explicitly addressed crosslinguistic lexical similarities between German and English to learn vocabulary more efficiently. Across six weeks, 260 Swiss German learners of English as a foreign language (17 classes) completed three vocabulary learning tests (T1, T2 and T3). Additionally, 7 of these 17 classes attended a 90-minute intervention between the first and second test: During a 45-minute introductory lesson students discovered four systematic orthographic correspondence rules (e.g. to as in ship and Schiff), followed by three 15-minute sessions to consolidate their knowledge. The intervention group's improvement in cognate learning was significantly larger in comparison to the control group. The difference was observed across both test modes and all rules introduced. While learners' initial English vocabulary size correlated with their overall performance, it did not affect intervention uptake. This suggests that these younger learners benefitted from form-focused instruction, independent of proficiency and type of correspondence. [ABSTRACT FROM AUTHOR]

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language (EFL), followed by a test of vocabulary breadth, and a short language background questionnaire. The factors we explored in the mixed-effects model analysis were the following: vocabulary breadth, duration of L2 exposure, and type/amount of contact with English in the four modalities. We additionally, explored whether Sasao and Webb's difficulty estimates reflect Arabic EFL learners' knowledge of prefixes. Results showed that vocabulary breadth significantly predicted both form and meaning knowledge of English prefixes. Moreover, weekly hours of reading and communication in English contributed significantly to prefix knowledge. Finally, Webb and Sasao's difficulty estimates predicted scores on both the form and meaning tests and interacted with vocabulary breadth, showing that the most difficult prefixes were challenging regardless of vocabulary breadth. These results are discussed in light of previous research on L2 morphological awareness, highlighting implications for teaching practices. [ABSTRACT FROM AUTHOR]

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency, communication in English anxiety negatively predicts perceived L2 fluency. We also found that L2 proficiency does not seem to moderate the relationship between perceived fluency and willingness to communicate (WTC), but it does change the partial correlation figure for communication in English anxiety from r = −0.24 (p =.013) to r = −0.38 (p <.001). This variation suggests that less proficient L2 speakers' perceived fluency could be more severely affected by communication in English anxiety. [ABSTRACT FROM AUTHOR]

The effect of emotional valence in word retrieval is well‐established in native languages, but findings in a foreign language remain inconsistent. This study investigated the impact of emotional valence on free word recall in English as a foreign language after video exposure. Participants were upper‐intermediate English speakers with Spanish as their mother tongue who watched eight emotionally valenced and four neutral videos, followed by an immediate free recall task and a delayed recall task after 2 weeks. Generalized linear mixed models showed that word valence influenced recall, with neutral words being less easily recalled than negative words, and a decline in recall between sessions. These findings support the Motivated Attention Account, which suggests that motivationally significant stimuli capture more attention than neutral stimuli, regardless of their polarity. Furthermore, the results align with previous evidence in native language research and some studies in foreign language contexts. This study highlights the robust effect of emotional valence on word recall at different time intervals, using authentic input with upper‐intermediate English speakers who have Spanish as their mother tongue and who learned English later in life. [ABSTRACT FROM AUTHOR]

Purpose: To develop a Korean version of simple, intuitive descriptions (SIDs) for clinical use of the generic functioning domains in the International Classification of Disease 11th revision (ICD-11) Chapter V. Methods: The initial Korean SID version proposal for the International Classification of Functioning, Disability, and Health (ICF) Rehabilitation set was translated following the Italian version. The remaining 17 codes were developed using original ICF descriptions; WHO Disability Assessment Schedule, Model Disability Survey, Korean Classification of Functioning, Disability, and Health; and previous studies. The final proposal for the Korean version of SIDs was selected through virtual conferences and three rounds of voting. Results: This study developed SIDs for the 47 generic functioning domains in the Chapter V of ICD-11. However, the SID for 20 of the 47 codes was confirmed in vote A, for 23 codes in vote B and for the remaining 4 in the final vote. All experts agreed with the final SID proposal. Conclusions: This is the first study in South Korea to attempt the development of SIDs for ICD-11 Chapter V. Therefore, the findings of this study could be used to evaluating of disability, functioning when ICD-11 is adopted for use in Korean clinical settings. IMPLICATIONS FOR REHABILITATION: Simple, intuitive descriptions (SIDs) highlight the core concepts of the ICF category definitions in a user-friendly manner and enhance the utility of the ICF for routine clinical practice. The 11th revision of the International Classification of Disease (ICD-11) was developed in 2019 with the addition of Chapter V which reflects functioning domains and better explains the association between functioning and disease. In addition, Chapter V is based on ICF, so the concept of ICF must be included, and concept definition is required for use in clinical practice. This study developed a Korean version of SIDs for clinical use of the generic functioning domains in the ICD-11 Chapter V. [ABSTRACT FROM AUTHOR]

Purpose: A well-established set of language-specific norms for phonological development is imperative in the assessment of child speech sound difficulties. Currently, English norms are used clinically (in the absence of norms for local languages) to determine if a child displays age-appropriate, delayed or disordered speech patterns in Sinhala. This preliminary exploratory study aimed to document phonological processes observed in typically developing Sinhalaspeaking children aged 3;0–6;11 (years;months). Method: The Test of Articulation and Phonology–Sinhala, a picture-based assessment, was devised by the researchers and administered to 102 Sinhalaspeaking children from three geographical locations (Colombo, Kandy, and Gampaha). The quantitative measures included percent consonants correct, percent vowels correct, and percent phonemes correct, while the qualitative analysis identified phonological processes. Results: The quantitative results showed a marked influence of age on phoneme production accuracy with over 75% consonants correct by 3 years 6 months. The qualitative findings demonstrate common typical phonological processes and less common phonological processes in Sinhala compared to the speech pathology and cross-linguistic literature. Common phonological processes included fronting, stopping, and weak syllable deletion widely documented in linguistic and speech-language pathology literature. Many shared phonological processes were observed between Sinhala and Sri Lankan Tamil, the two main local languages, including fronting of retroflex sounds and lateralization. The phonological process of denasalization of prenasalized stops was observed in Sinhala, with no documentation of the phonological process found within the mainstream speech-language pathology literature. Conclusion and Implications: These findings reinforce the need to document and use language-specific typical phonological processes in Sinhala given the implications for early and accurate identification of speech difficulties and intervention. [ABSTRACT FROM AUTHOR]

Background: While there is growing evidence highlighting the prevalence of mental health concerns among university faculty, few studies have examined mental health interventions in this population. The objective of this systematic review and meta-analysis was to collect and critically appraise the available evidence about the effectiveness of interventions designed to improve the mental health of faculty. Methods: A systematic search was conducted by searching PubMed, EMBASE, Scopus, Web of Science, and CINAHL to identify relevant studies published in English language from January 1st, 2000 until October 1st, 2023. The search focused on studies done on academic faculty to describe interventions or support programs aimed at improving mental health outcomes, with comparison of mental health data before and after the intervention and an improvement in mental health as study outcome. A random effect meta-analysis method was used to estimate the effectiveness of interventions on faculty mental health. Results: Ten publications with 891 participants from 2,217 retrieved records were included. The random effect model showed substantial heterogeneity (I2 = 84.8%, 95% CI: 73.8 − 91.2%, p < 0.001). The pooled SMD was − 1.41 (95% CI: -2.81–0.004) showing a large effect, and it significantly favors the use of intervention for reducing mental health issues among faculty members. The effect size estimates for all included studies ranged from small to large, showing the positive effect of intervention on faculty mental health. Multimodal inference analysis showed that, of the many studied factors for faculty mental health, the region was the most important predictor of intervention effectiveness. However, when the significance of quantitative moderators was tested using meta-regression, age (p = 0.9491) and duration of intervention (p = 0.1284) were not statistically significant. Conclusion: Interventions aimed at enhancing the mental health of university faculty were overall significant; however, individual studies showed heterogeneous results. Making efforts to enhance the mental health of faculty is crucial and has been proven effective; nevertheless, the existing evidence necessitates further research in this area. For interventions to be effective, it is imperative to tailor them to the specific environment and to the unique characteristics of faculty members. PROSPERO registration number: CRD42023490388 [ABSTRACT FROM AUTHOR]

The monolingual English norm in current education and academic discourse has continuously marginalised the linguistic and theoretical resources in languages other than English. Drawing upon evidence from Chinese bilingual postgraduate researchers and their supervisors, this paper reconsiders their potentials for bilingual theorising with their translanguaging practices and capacities. Analyses suggest that translanguaging, rather than monolingual English, tend to be used by bilingual postgraduate researchers in academic activities including supervisory meetings, peer discussions, research interviews, academic theorising and writing. With translanguaging, bilingual postgraduate researchers may further extend their bilingual theorising capabilities to co-construct a shared multilingual and multicultural intellectual space where synergy and serendipity are valued and achieved. [ABSTRACT FROM AUTHOR]

As an act of self-disclosure, the speech act of self-praise may be perceived as problematic or inappropriate due to societal expectations, such as politeness preferences. Despite recent growing interest in self-praise, it remains relatively under-researched, particularly in naturally occurring conversation in languages other than English. An examination of 53 hours of Japanese conversation (both telephone and face-to-face) reveals that despite Japanese societal norms against self-praise, speakers do praise themselves, and that this behavior occurs in interactions within both close relationships (i.e., among friends and family members) and distant ones (i.e., in first meetings). However, its relative infrequency indicates that self-praise is a marked social behavior in Japanese conversation. The data also demonstrate some distinctive patterns in the ways in which self-praise is delivered and received depending on the type of conversation. Interactional patterns that emerge in the data illustrate the integral role that coparticipants (i.e., the recipients of speakers' self-praise) play in making this risky social act possible and appropriate in conversation. • Self-praise is more marked in conversation than in online discourse. • Self-praise is delivered and received differently depending on conversation type. • Participants work together to minimize the illocutionary effects of self-praise. [ABSTRACT FROM AUTHOR]

Decision‐making by families and professionals about how to support children's development is an integral aspect of home visits. This study investigated home visit decision‐making in a US program for families experiencing poverty, Early Head Start (EHS), through the following questions: What types of decisions do home visitors and families make about children's development during EHS home visits? How and to what extent do home visitors and families participate during these decisions? A convergent mixed methods research design was implemented to investigate participation through frequency counts and discourse analysis of home visit transcripts. Home visitor participants were four women, three white and one Black. Twelve families participated (12 mothers, 2 fathers). Parents identified as white (n = 8), Black (n = 3), and multiracial (n = 3; Black and white). One parent was a bilingual Arabic and English speaker. A total of 66 decisions about children's development were identified, with 49 decisions initiated by home visitors and 17 initiated by families. Although families talked more and took on active roles when they initiated (i.e., opened) decisions, home visitors predominantly controlled decision‐making. Quantitative and qualitative participation differed only in the beginning of family‐opened decisions, and home visitors gradually took more control. [ABSTRACT FROM AUTHOR]