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Creativity in the classroom should inspire teaching and learning that maximizes the students’ abilities and language competency. Humanity in education is based on respect, dignity, transparency, and compassion. It should be the foundation for the classroom environment before implementing any framework. Offering compassion for all learners is a strength. This conceptual paper invites educators to consider bilingual and multilingual learners’ literacies by proposing a new framework for moving culture forward in the classroom, the ‘MultiSemiotic Architecture Framework.’ I explore the tenets of the framework which are critical literacy, multiliteracies, transmultiliteracies sustaining pedagogy, new literacies, and translanguaging that facilitate justice in the classroom using semiotics. This framework aims to empower teachers, parents, communities, and schools with alternate approaches to consider their students’ literacy assets and cultural interests through a lens of opportunity. This framework has been tested with in service teachers, and a concrete example is provided that shows how the constructs in the framework could be applied in a lesson. [ABSTRACT FROM AUTHOR]

The present article, realized by using analytical method and library research, has discussed the different roles of colors in French and Persian terms. On the one hand, these terms have been studied in the field of linguistics, especially in terms of vocabulary and syntactic structure, and on the other hand, their hidden and obvious symbols have been analyzed by the intercultural point of view. In order to be aware of the commonality and differentiation of the colors’ role in the terms of both French and Persian languages and to create order and coherence in the text of the article, the authors have categorized them into six groups, according to their own initiative: conceptual metaphor, terms structured by noun and adjective, metonymy, political domain, abstract concepts and terms based on infinitive. It is noteworthy that by referring to specialized books and dictionaries, the body of research consisting of qualified terms for each group has been conceived and for each of them, equivalent has been chosen in the target language. In addition to examining each term, the authors of the article have provided an analytical study of the examples, citing the views of linguists. Also, by referring to the book Le Proverbe : Vers une définition linguistique (2012) by Sonia Gomez-Jordana Ferari, the syntactic structure of the examples of the research body has been examined.. [ABSTRACT FROM AUTHOR]

The phraseological units analyzed in a comparative aspect reflect the peculiarities of the national worldview. The purpose of the study is to identify and compare the semantics and linguocultural properties of animal phraseological units with religious component in Russian and Chinese languages. The relevance of the topic is due to the insufficient study of idioms with the name of an animal component in the aspect of religious beliefs and traditions. The linguistic focus of this study is the phraseological units of the Russian language, reflecting the Christian and pagan ideas of the Russian people. The selection of the analyzed Chinese language material is due to the significant influence of Confucianism, Taoism, and Buddhism on Chinese culture. In the work, using a set of methods and techniques, such as linguocultural analysis, comparative analysis, and classification, the phraseological units of the Russian and Chinese languages with names of marine animals components birds, and terrestrial animals are studied. Similar and different figurative and symbolic meanings of animals are revealed in the two linguocultures. Discrepancies in the national and cultural connotations of animal images among speakers of Russian and Chinese languages against the background of religious and confessional differences have been established: the image of the same animal in different linguistic cultures generates different meanings. In addition to the discrepancies, Russian and Chinese idioms reveal semantic similarities due to the commonality of moral and ethical doctrines of Russian and Chinese speakers.

Glocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students.

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

The article examines the role of food in shaping the Italian national identity based on the example of Italian football language in the most-read Italian newspaper entitled "La Gazzetta dello Sport" (www.gazzetta. it). At first, the concept of identity is analyzed and then its particular shades in the case of Italy and the attitude of Italians toward food, its importance and widespread occurrence within the entire country will be discussed. In fact, the food is a factor which seems to be a bonding element for all Italians and a means of expressing the current Italian national identity. The author identifies it as the Italian culinary identity. The phenomenon can be observed in such presently existing Italian culinary terms as cioccolatino, brodino, biscotto, spezzatino, mangiarsi un gol and the like that are used in Italian football news. [ABSTRACT FROM AUTHOR]

The article examines the role of food in shaping the Italian national identity based on the example of Italian football language in the most-read Italian newspaper entitled “La Gazzetta dello Sport” (www.gazzetta. it). At first, the concept of identity is analyzed and then its particular shades in the case of Italy and the attitude of Italians toward food, its importance and widespread occurrence within the entire country will be discussed. In fact, the food is a factor which seems to be a bonding element for all Italians and a means of expressing the current Italian national identity. The author identifies it as the Italian culinary identity. The phenomenon can be observed in such presently existing Italian culinary terms as cioccolatino, brodino, biscotto, spezzatino, mangiarsi un gol and the like that are used in Italian football news.

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

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The presented article is devoted to the analysis of data extracted from the “Travel Book of Evliya Celebi”, an Ottoman historical and geographical source of the XVII century. The detailed reports of the traveler, a huge factual material about such regions as the Volga region, the Don region and the North Caucasus, as well as a description of the life and way of life of the peoples who lived in these territories, are very interesting and valuable. From December 1666 to January 1667 E. Chelebi had meetings with nomadic people — Kalmyks. He communicates closely with the Kalmyk Taish and the common people, describes in detail the places of their settlement; describes the appearance and physical characteristics of men and women; tells about the language of the Kalmyk people. In the narration described by Evliya Celebi, the religious ideas of the Kalmyks are revealed, which are bizarrely expressed in the elements of rituals. The traveler describes in great detail the traditional customs and some specific rituals of the Kalmyks, which were never peculiar to either the Mongolian-speaking, or even more so to other nomadic peoples who inhabited the Russian Empire. We are talking about ritual cannibalism. Apparently, the Turkish traveler, describing under the ethnonym Kalmyk various peoples who inhabited, in particular, the European North, used the imaginary information about the Samoyeds that reached him. The fiction about the Samoyeds, which was widely used in the XVI–XVII centuries, was actively used by German, English, French and other authors, including E. Celebi. Nevertheless, the author of the article “The Travel Book of Evliya Celebi” is a valuable source material for a comprehensive analysis of the nomadic Kalmyk people, who have a rich history and culture. The significance of Evliya Celebi’s historical work is obvious and undeniable. It is the most important written source of the XVII century, a significant contribution to the world treasury of knowledge.

AbstractJavanese and Madurese people apologize in distinct ways. It is a common misconception that Javanese people always apologize, even when they are right. Madurese typically finds it difficult to accept forgiveness and apologize. Therefore, this study examines the approaches Javanese and Madurese took toward older, similar-aged, and younger individuals, as well as the elements contributing to apologizing and their respective cultures’ reactions to apologies. A descriptive qualitative analytical approach was used. 80 Javanese and Madurese respondents provided the data. The findings demonstrated that Javanese more frequently employ direct tactics for younger individuals and explanation strategies for those older and the same age. In contrast, Madurese people tend to utilize explanation techniques more frequently for older persons and explanation tactics for younger people. Making a mistake is the primary motivator for Javanese and Madurese to apologize, and their response to someone using one of the five apologetic tactics is to acknowledge their error. Finally, the Javanese have a propensity for being indirect. On the other hand, the Madurese tend to apologize more directly when they mess up, yet both share a forgiving nature.

Most English first additional language classrooms in the Further Education and Training phase in South Africa have strict language arrangements about when and who should speak what language to whom. This study was driven by the need to explore how the poem, Motho ke Motho ka Batho Babang enhances one's deeper understanding of language and culture in an English first additional language context. This study was based on Cummins's linguistic interdependence model. This study was qualitative. Only English first additional language learners in the Further Education and Training phase were used as respondents. These learners were stationed at one high school in one district of South Africa. The researchers used 4 focus group discussion panels to collect data. Each focus group discussion comprised 8(n=8) learners, implying that this study had 32 respondents. The findings of this study contribute to second language acquisition research by revealing fluid and reciprocal affordances for language learning during interactions among linguistically diverse peers as they draw upon translanguaging practices. By shedding light on an alternative educational context that mobilises learners' prior knowledge gained from schooling and life experiences, the findings have implications for educational practices that support equity for culturally and linguistically diverse. Besides, this study has implications for policies and practices that pursue educational equity and ultimately engage teachers in the reimagination of potential language-culture resources in English first additional language contexts in the Further Education and Training phase. [ABSTRACT FROM AUTHOR]

This study reviews the emerging studies on the topic of Chinese immersion programs in the U.S. The effectiveness of Chinese immersion programs has been proved to have positive impacts on students' language proficiency, academic performance, and cognitive development. However, challenges in curriculum and instructions, behavior management, and cross-cultural communication have been limiting the performance of Chinese language immersion programs. To address these challenges, Chinese immersion teachers should be provided with preparations and training on the knowledge of designing multi-subject curriculum in the Chinese language, utilizing instructional strategies in immersion settings, and developing cross-cultural competency. [ABSTRACT FROM AUTHOR]