Search

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of (1) critical pedagogy in applied linguistics and (2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.

The current landscape of English as a global language has generated disputes concerning the role of English in academic and social settings, particularly how it should be taught and learned in diverse contexts. On one hand, native speakerism has long been advocated in traditional English language teaching (ELT) settings where teachers and students follow a so-called native standard. On the other hand, classroom practice has generated opportunities for stakeholders to adopt "translanguaging" and "multimodality" to facilitate learning and maintain their identities. This study investigated teachers' usage of and attitudes toward translanguaging at two universities in Macau and the Chinese mainland. Data were collected through classroom observations of four ELT teachers and in semi-structured interviews. The results of the qualitative content analysis showed that various translanguaging strategies were used, including deepening understanding, explaining key terms, and creating classroom rapport in classroom discourse. However, although the findings were generally positive, some teachers experienced difficulty in accepting translanguaging and multimodal classroom practices. The implications of the findings are discussed, and recommendations are offered regarding the need to raise awareness among TESOL researchers and practitioners in recognizing multimodal resources for a multilingual and multimodal TESOL in the future.

Abstract Aims This two-wave, longitudinal study aimed to examine the potential moderating and mediating effects of resilience on the association between perceived school bullying and psychotic-like experiences among Chinese sexual minority adolescents. Methods A total of 4192 senior high students were included and 984 (23.5%) of them were identified as a sexual minority (mean age = 16.68 years, SD = 0.71). Participants completed two online surveys during April 21 to May 12, 2021 and December 17 to 26, 2021, respectively, as well as completed self-report measures of sample characteristics, perceived school bullying, resilience, and psychotic-like experiences (including two dimensions: delusional experiences and hallucinatory experiences). Results Perceived school bullying and resilience were associated with psychotic-like experiences in sexual minority adolescents. Resilience mediated the relationship between perceived school bullying and subsequent psychotic-like experiences (b = 0.03, 95% CI = 0.01 ~ 0.04)/ delusional experiences (b = 0.03, 95% CI = 0.01 ~ 0.04)/ hallucinatory experiences (b = 0.02, 95% CI = 0.01 ~ 0.03). Additionally, resilience only moderated the associations of perceived school bullying with hallucinatory experiences (b = −0.06, 95% CI = −0.12 ~ −0.01). Conclusions These findings indicated that resilience plays a crucial role in mediating or moderating the relationship between perceived school bullying and psychotic-like experiences. Assessing and reducing school bullying, as well as promoting resilience, may have important clinical implications for reducing the risk of psychotic-like experiences in sexual minority adolescents.

Abstract Objectives Despite accumulating evidence regarding the impact of sleep disturbance on internalizing symptoms among adolescents, the underlying psychological mechanisms remain inadequately explored. This study aimed to investigate a conceptual framework elucidating how sleep disturbance influences internalizing symptoms in adolescents through the mediating role of self-control, with mindfulness as a moderator. Methods In this cross-sectional study, 1876 Chinese adolescents (Mage = 14.88 years, SD = 1.47 years, range = 12–19 years, 44.7% boys) completed the Youth Self-Rating Insomnia Scale (YSIS), Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7 (GAD-7), Brief Self-control Scale (BSCS), and Mindful Attention Awareness Scale-Children (MAAS-C) to provide data on sleep-related variables, internalizing symptoms (anxiety and depression), self-control, and mindfulness, respectively. The PROCESS macro for SPSS was applied to perform moderated mediation analysis. Results Sleep disturbance demonstrated a significant positive correlation with internalizing symptoms in adolescents, including anxiety (β = 0.481, p

Abstract Considering the effect of SIRT1 on improving myocardial fibrosis and GAS5 inhibiting occurrence and development of myocardial fibrosis at the cellular level, the aim of the present study was to investigate whether LncRNA GAS5 could attenuate cardiac fibrosis through regulating mir-217/SIRT1, and whether the NLRP3 inflammasome activation was involved in this process. Isoprenaline (ISO) was given subcutaneously to the male C57BL/6 mice to induce myocardial fibrosis and the AAV9 vectors were randomly injected into the left ventricle of each mouse to overexpress GAS5. Primary myocardial fibroblasts (MCFs) derived from neonatal C57BL/6 mice and TGF-β1 were used to induce fibrosis. And the GAS5 overexpressed MCFs were treated with mir-217 mimics and mir-217 inhibitor respectively. Then the assays of expression levels of NLRP3, Caspase-1, IL-1β and SIRT1 were conducted. The findings indicated that the overexpression of GAS5 reduced the expression levels of collagen, NLRP3, Capase-1, IL-1β and SIRT1 in ISO treated mice and TGF-β1 treated MCFs. However, this effect was significantly weakened after mir-217 overexpression, but was further enhanced after knockdown of mir-217. mir-217 down-regulates the expression of SIRT1, leading to increased activation of the NLRP3 inflammasome and subsequent pyroptosis. LncRNA GAS5 alleviates cardiac fibrosis induced via regulating mir-217/SIRT1 pathway.

AIM: To evaluate the effectiveness and safety of scleral buckling for the treatment of rhegmatogenous retinal detachment (RRD) using a novel foldable capsular buckle (FCB). METHODS: This was a series of case observation studies. Eighteen patients (18 eyes) who visited our ophthalmology department between August 2020 and August 2022 and were treated for RRD with scleral buckling using FCB were included. The procedure was similar to conventional scleral buckling, while a balloon-like FCB was placed onto the retinal break with balanced salt solution filling for a broad, external indentation instead of the silicone buckle. The retinal reattachment rate, best corrected visual acuity (BCVA), intraocular pressure (IOP), refractive dioptre and astigmatism degree, and complications were evaluated and recorded. RESULTS: There were 7 males and 11 females aged 19-58y. The average time course of RRD was 12d, ranging from 7-20d. The retinal break was located in the superior quadrants in 8 eyes and in the inferior quadrants in 10 eyes, with macula-off detachments in 12 eyes. The patients were followed-up for at least 6mo. The final retinal reattachment rate was 100%. The BCVA was significantly improved compared with the baseline (P0.05). Three patients had transiently high IOPs within one week after surgery. Mild diplopia occurred in 5 patients after surgery and then disappeared after the balloon fluid was removed. CONCLUSION: The success rate of FCB scleral buckling for RRD is satisfactory. This procedure can be expected to be applied in new, uncomplicated cases of RRD.

Against the backdrop of globalisation, many English language teaching (ELT) curricula emphasise the need to promote awareness of intercultural communication. However, in many settings, the current ELT practices still predominantly focus on Anglophone cultures or interactions with Anglophone speakers, as the teachers and materials may not fully anticipate the cultural complexity and diversity the students will encounter in the future. This paper reports on a case study designed to build teachers' critical intercultural literacy through a series of workshops at a university located in southeast China, specifically aiming to train Chinese university teachers in how to challenge textbook content from a critical perspective. Through an analysis of interviews with teachers and their reflective journal entries, this paper examines how teachers made sense of critically-oriented teaching and it discusses the implications for developing a critical stance beyond the classroom informed by critical pedagogy and Global Englishes language teaching.

With the expanding use of English around the world, it is important to understand various stakeholders' attitudes towards it from a Global Englishes (GE) perspective. The GE perspective has challenged native speakerism and recognized the multilingual nature of the English language. In particular, a GE perspective leads to the sustainable development of a language from both sociolinguistic and ecolinguistic perspectives. Echoing the diversity and complexity of the English language use and teaching, this paper investigates senior high school students' attitudes towards the local variety of English in China, and unpacks their negotiation and construction of identity through their English-language learning journey. Through a series of interviews, this study found that the students still perceive English as a school subject, and see themselves as perennial learners of English. As the GE perspective was not widely recognized, and that students have not developed their awareness of the global use of English, several implications of teaching English from the GE paradigm, from curriculum design and teaching materials, are provided to increase the awareness of the global use of English. This paper also highlights the importance of viewing the development of English from an ecolinguistic perspective for the sustainable development of the language.

Promoting professional development of in-service language teachers is key to maintaining education quality. However, extant studies on test-based continuing professional development (CPD) for teachers do not emphasise primary school contexts in China, leading to difficulties in the professional development of this teacher group. Therefore, this paper reports the influences of CPD, based on the Teaching Knowledge Test (TKT) programme for in-service primary school English teachers in China, particularly concerning dynamic changes in their professional beliefs and self-efficacy due to participation in the programme. In this study, 42 English teachers were recruited from 15 primary schools to participate in the CPD programme. Through focus groups and teachers' journals, the findings showed that the teachers experienced complex transformations in their professional beliefs and self-efficacy, and revealed some influential factors of the change. This paper provides suggestions to optimise CPD programmes and facilitate long-term professional development for teachers.

Although the development of intercultural citizenship among university students has now been included as a key policy in international universities, pedagogical practices for promoting the awareness, understanding, and development of intercultural citizenship while studying abroad have reportedly been inadequate. To address this gap, this qualitative interview study (1) explores the perceptions of Thai and Chinese students enrolled in English-medium education programs on the development of intercultural citizenship and (2) identifies links between intercultural citizenship and English for students studying in international universities. The findings reveal that the participants generally had positive attitudes toward the concept of intercultural citizenship and agreed that living in a foreign country surrounded by individuals from diverse linguistic and cultural backgrounds made it more effective to learn about and promote awareness of intercultural citizenship compared to staying in their homelands. They further demonstrate that English proficiency levels, exposure to teaching methods before studying abroad, and regular on-campus and off-campus activities with international friends from different linguistic-cultural backgrounds are significant in enhancing intercultural citizenship competencies. Further, some implications in terms of the promotion of intercultural citizenship education through English are also proposed and discussed.

Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and six post-observation interviews. Drawing on Larzen-Ostermark's tripartite culture-teaching orientations and Rasouli and Moradkhani's culture-teaching taxonomy, the findings revealed that teachers with a humanities and social sciences background had a fluid and dynamic view regarding the understanding of culture, while teachers with a science, technology, engineering and mathematics background did not recognise the need to incorporate cultural instruction into their EMI classes. In analysing classroom data, five categories of cultural instruction were identified: contrast, authentic material, groupwork, codeswitching and guided discussion of culture. The five categories are mainly in line with the affective and action orientations in Larzen-Ostermark's three-orientation framework. The paper concludes by exploring the implications of the study's findings for EMI policymakers and EMI teacher training programmes.

PCDD/Fs are dioxins produced by waste incineration and pose risks to human health. We aimed to detail the health risks of airborne and soil PCDD/Fs near a municipal solid-waste incinerator (MSWI) for the surrounding population and develop a new model that improves upon existing methods. Thus, we conducted field sampling and then investigated a MSWI in the Pearl River Delta (2016–2018). Our results showed that the carcinogenic and non-carcinogenic risk values of PCDD/Fs exposed to residents in nearby areas were acceptable, with hazard index (HI) values lower than 1.0 and a total carcinogenic risk lower than 1.0E-6. Notably, the results raised concerns regarding higher non-carcinogenic risks in children than in adults. Comparative analysis of the frequency accumulation diagram, accumulated probability risk, and the absolute value of error (δ) between the 95% confidence interval (CI) and the 90% CI of the Monte Carlo stochastic simulation-triangular fuzzy number (MCSS-TFN) and the MCSS model, respectively, demonstrated that the MCSS-TFN exhibited less uncertainty than the MCSS model, regardless of the health risk value of PCDD/Fs in ambient air or in soil. This observation underscores the superiority of the MCSS-TFN model over other models in assessing the health risks associated with PCDD/Fs in situations with limited data. Our new method overcomes the limited dataset size and high uncertainty in assessing the health risks of dioxin substances, providing a more comprehensive understanding of their associated health risks than MCSS models.

Abstract This experiment aimed to study the effects of straw return combined with potassium fertilizer on stem lodging resistance, grain quality, and yield of spring maize. The objective was to provide a scientific basis for the rational utilization of Inner Mongolia spring maize straw and potassium fertilizer resources. The test material used was ‘Xianyu 335’, and the study was conducted in three ecological regions from east to west of Inner Mongolia (Tumochuan Plain Irrigation Area, Hetao Plain Irrigation Area, and Lingnan Warm Dry Zone). A split-plot design was employed, with the straw return method as the main plot and potassium fertilizer dosage as the secondary plot. We determined the stem resistance index, grain quality, and yield. The results showed that both straw return and potassium application improved stem lodging resistance, grain quality, and maize yield. Combining straw return with the reasonable application of potassium fertilizer enhanced the effectiveness of potassium fertilizer, increased lodging resistance, maize yield, and improved grain quality and yield stability. Under the straw return treatment, with potassium application compared to no potassium application, significant increases were observed in maize plant height, stem diameter, dry weight of stems, stem compressive strength, stem bending strength, grain protein content, yield, straw potassium accumulation content, and soil available potassium content. These increases were up to 30.79 cm, 2.63 mm, 15.40 g, 74.93 N/mm2, 99.65 N/mm2, 13.68%, 3142.43 kg/hm2, 57.97 kg/hm2, and 19.80 mg/kg, respectively. Therefore, the interaction of straw return and potassium fertilizer was found to be the most effective measure for maintaining high-yield and stress-resistant cultivation, improving grain quality, and optimizing the management of straw and potassium fertilizer resources. This approach is suitable for promotion and application in the spring maize growing areas of Inner Mongolia.

Wolfberry, also known as goji berry or Lycium barbarum, is a highly valued fruit with significant health benefits and nutritional value. For more efficient and comprehensive usage of published L. barbarum genomic data, we established the Wolfberry database. The utility of the Wolfberry Genome Database (WGDB) is highlighted through the Genome browser, which enables the user to explore the L. barbarum genome, browse specific chromosomes, and access gene sequences. Gene annotation features provide comprehensive information about gene functions, locations, expression profiles, pathway involvement, protein domains, and regulatory transcription factors. The transcriptome feature allows the user to explore gene expression patterns using transcripts per kilobase million (TPM) and fragments per kilobase per million mapped reads (FPKM) metrics. The Metabolism pathway page provides insights into metabolic pathways and the involvement of the selected genes. In addition to the database content, we also introduce six analysis tools developed for the WGDB. These tools offer functionalities for gene function prediction, nucleotide and amino acid BLAST analysis, protein domain analysis, GO annotation, and gene expression pattern analysis. The WGDB is freely accessible at https://cosbi7.ee.ncku.edu.tw/Wolfberry/. Overall, WGDB serves as a valuable resource for researchers interested in the genomics and transcriptomics of L. barbarum. Its user-friendly web interface and comprehensive data facilitate the exploration of gene functions, regulatory mechanisms, and metabolic pathways, ultimately contributing to a deeper understanding of wolfberry and its potential applications in agronomy and nutrition.

Background: After a natural disaster, stressful events often continue to accumulate, affecting individuals in a different manner than the original disaster never occurred. However, few studies have examined these associations, the cumulative impacts of stressful events on mental health outcomes, and the role of social support. This study examined the prospective association between cumulative stressful events and mental health problems and the role of social support in young adults. Methods: 695 participants provided available data on earthquake exposure, childhood maltreatment, other negative life events, and social support at baseline. Depressive symptoms and posttraumatic stress disorder were assessed at baseline and 10 years after the earthquake (T10y). A cumulative stressful events index was used to evaluate the levels of cumulative stressful events. Linear regressions were used to explore the predictive effects. Results: Of 695 participants, 41.3%, 28.5%, and 7.9% reported one, two, and three stressful events, respectively. The associations between cumulative stressful events and mental health problems at T10y presented a dose–response pattern: those who experienced three events had the highest risk of mental health problems, followed by those who experienced two events and those who reported one event. Additionally, higher social support partially reduced the negative impact of cumulative stressful events on mental health. Conclusions: Cumulative stressful events are associated with mental health problems 10 years later in young earthquake survivors. Social support could reduce the negative impact, but its protective role disappears when stressful events accumulate at the highest level. These findings highlight the importance of assessing the cumulative impacts of stressful events and social support available to young disaster survivors and intervening to prevent worse mental health outcomes.

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders' attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students' first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

With the rapid development and widespread implementation of all types of ophthalmic surgery, more attention is being paid to the quality of post-operative vision. Dry eye is a common complication after ophthalmic surgery, often causing eye discomfort, blurred vision and other dry eye symptoms. Ophthalmic surgery-related dry eye is a common type of dry eye and is usually caused by a combination of surgical injury to the conjunctival tissue and nerves, destabilisation of the tear film, postoperative inflammatory reaction and perioperative topical medication. This article reviews the risk factors for ophthalmic surgery-related dry eye, the pathogenesis of dry eye due to different ophthalmic surgeries and the prevention of this type of dry eye, with the aim of reducing the occurrence and development of ophthalmic surgery-related dry eye and improving the quality of vision and life after ophthalmic surgery in the clinical setting.

AIM: To compare the clinical efficacy and safety of ultrasonic cycloplasty (UCP) vs Ahmed glaucoma drainage valve implantation (ADV) in addition to intravitreal anti-vascular endothelial growth factor (VEGF) for treatment of fundus disease-related neovascular glaucoma (NVG). METHODS: A total of 43 patients (45 eyes) with NVG secondary to fundus diseases underwent anti-VEGF combined with UCP or ADV from August 2020 to March 2022 were enrolled in this retrospective cohort study. Of them, 14 patients (15 eyes) were treated with both UCP and anti-VEGF as the UCP group and 29 patients (30 eyes) treated with both ADV and anti-VEGF as the ADV group. The success of the treatment was defined as intraocular pressure (IOP) between 11-20 mm Hg with or without using IOP-lowering drugs. IOP measurement, IOP lowering drugs at baseline and follow-ups period and complications were recorded. RESULTS: The average age was 63.03±9.95 and 52.27±12.89y in ADV and UCP groups, respectively (P=1.947). The fundus pathology included proliferative diabetic retinopathy in 42 eyes and retinal vein occlusion in 3 eyes. All eyes in both groups achieved successful treatment at 3mo. While the success rate was 90.0% (27/30) in the ADV group and 86.7% (13/15) in the UCP group at the last follow-up of 6mo (P>0.05). IOP was significantly lower with reduction of drug use than the baseline in both groups (both P

The development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram's framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, "Speaking Critically: Intercultural Conversation." The paper also explores university students' attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal.

Although researchers and practitioners have discussed the concept of Global Englishes (GE), the degree of GE's influence in the practical use of English is much wider and deeper in the real world than in the field of education. Mainstream ELT practices tend to adhere to native and fixed norms, which are regarded as the central problems in ELT from the perspective of the GE paradigm. Although a GE-oriented pedagogy has been discussed, studies on curriculum in the Chinese ELT context from the GE perspective are relatively rare. This paper aims to investigate the extent to which the National English Curriculum (NEC) in China reflects GE-oriented phonology and cultural learning. The study adopted a content analysis in which the NEC statements on phonology and cultural aspects were identified and discussed. After reporting the findings, the paper further discusses some pedagogic implications about curriculum and language teaching from the GE perspective.

Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear) components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting teachers and educators to become involved in ELF research for CLE.

Modern mining within ecologically fragile areas is under enormous pressure from the ecological and geological environment. Using abandoned coal mines as underground water reservoirs is an effective idea for reducing eco-geological risks in mining districts. Accurate estimation of reservoir capacity is conducive to guiding the construction of an underground water reservoir. In this paper, estimation models of underground water storage capacity were established, which were divided into two kinds: horizontal mining district and inclined mining district. Furthermore, the minimum porosity of broken rock mass was analyzed based on laboratory experiments, and the fitted equation of minimum porosity was developed. A modern coal mine in northwest China was taken as an example, and the feasibility of the proposed model was verified by in-situ measurement. Finally, the effects of porosity of broken rock mass, water storage height and coal seam dip angle on water storage capacity were presented. The coal seam dip angle should be the principal consideration in choosing the site of an underground water reservoir. HIGHLIGHTS Underground water reservoir can realize sustainable development in mining areas.; Prediction model of underground water storage capacity was established.; The minimum void ratio of broken rock mass with different gradations was studied.; The coal seam dip angle significantly affects underground water storage capacity.;