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The article explores the constitutional and legal foundations of the territorial integrity of the federal states, focusing on historical and contemporary examples. The authors examine cases of successful and unsuccessful secession, as well as legal mechanisms used to prevent separatism. We take Spain, the USA, Canada, India, and Germany, as the examples to analyze the role of constitutional provisions in maintaining state unity. A key aspect of the study is the distribution of competencies between federal structures and federation subjects, which ensures a balance of interests and prevents internal conflicts. A great attention is paid to the principle of subsidiarity and the role of federation subjects in governance, contributing to the preservation of territorial integrity. The authors emphasize the importance of integration mechanisms and constitutional guarantees in maintaining the stability of the federal states. The article establishes that the territorial integrity of federal states is ensured through a set of constitutional and legal norms that regulate the relations between federal authorities and the subjects of the federation. These norms include a clear distribution of competencies, where federal authorities are responsible for national issues such as defense and foreign relations, while the subjects of the federation have powers in local governance. The principle of subsidiarity involves the participation of the federation’s subjects in state governance, ensuring a balance of interests and preventing internal conflicts. Additionally, the supreme legal authority of the federal constitution, mechanisms of federal intervention in case of threats to integrity, and the unity of the economic space all contribute to the stability and unity of the federal state, effectively countering separatist movements. It is determined that the participation of federation subjects in the process of constitutional amendments guarantees their representation and protection of interests, preventing unilateral changes in the state structure. The state language plays an important role, promoting national unity and preventing ethnic conflicts, which is critical for multinational federations. Furthermore, the representation of federation subjects in the national parliament ensures their influence on key decision-making, promoting more balanced policies and strengthening ties between the central government and the regions. [ABSTRACT FROM AUTHOR]

English language teaching has had a chequered history in China, reflecting an increasing desire to modernise and participate on the world stage combined with a watchful caution against importing unwanted cultural elements. Change, however, has proceeded rapidly in the last 35 years, and China now provides around 700,000 postgraduate students annually to Western universities. Given this importance to western universities and the concerns surrounding the nature and perceived purposes of English-medium instruction, we believe a better understanding of Chinese ELT is crucial. This article tracks the changing role and importance of English in China through its language policy for university non-English majors. We do this using a corpus approach to analyse the keywords in the 1986, 1999, 2007 and 2020 iterations of the national curriculum documents. Our results show a focus on language skills has been replaced by employer-friendly communicative requirements, followed by greater student awareness of learning strategies, and most recently, a more culturally sensitive and critical orientation. We offer a study of an EFL curriculum development outside a more familiar Western context, suggesting the value of discourse analyses to understanding key changes in curricula, and revealing that choices regarding language instruction are rarely ‘neutral’ pedagogical decisions. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate the use of interactional pragmatic markers in a multilingual corpus of child language in the Ladin valleys in South Tyrol (Italy). It has been argued that in contact-induced contexts speakers tend to prefer the set of elements of the pragmatically dominant language, in order to reduce the cognitive pressure they are exposed to, in particular in a minority language (cf. Matras 2000). Yet, very little is known about the use of pragmatic markers in child language, even though the pragmatic competence, i. e. the appropriate use of language as well as the proper realization of speech acts in a particular situational context, is one of the key competences children need to acquire during the language acquisition process. The present study was carried out within the sociolinguistic framework of the Ladin valleys, which is characterized by a varied multilingualism on the institutional level and in family contexts. The corpus contains approximately eight hours of spoken data from eight children aged three to six across the three official languages Ladin, German and Italian. This work aims at analysing the micro-functions of interactional pragmatic markers and at investigating how the use of these elements is linked to the linguistic and cognitive development of preschool children. It also contributes to the study of contact-induced phenomena that emerge in a multilingual context. [ABSTRACT FROM AUTHOR]

Abstract\nPLAIN LANGUAGE SUMMARYThis article reports on the rationale, implementation, results and evaluation of four rounds of co-creative Citizen Science (CS) projects (2021–2024) conducted with 10 public secondary schools in Opole, Poland. These educational interventions consisted in facilitating 18 team research projects designed and executed by 55 teenagers (15–17-year-olds) on topics related to communication, linguistic diversity, multiculturalism and language learning. The article shows how such interventions are conducive to pupils’ increased language awareness, their reflectivity about the scientific methods in linguistics, and an inclination towards future citizen engagement regarding literacy-­related issues. The article also focuses on the potential of CS for allowing pupils themselves to enhance their language awareness and socio-linguistic competences while producing experiential and situated knowledge that is relevant to their communities. The project evaluation that was undertaken subsequently traces which learning outcomes are likely to be achieved during co-creative CS and recommends some adaptable tools for monitoring the increase in language awareness in secondary language education, also beyond the Polish context.From 2021 to 2024, 5 linguists from the University of Opole, Poland, worked with 55 teenagers in 10 local secondary schools. The academics first trained and then supported several university students in facilitating teenager language research within the co-creative Citizen Science (CS) approach. This approach assumes that citizens who are not trained in linguistics choose the topic and implement a study on a language-oriented issue of relevance to their own community. At schools, teenagers were divided into teams and asked by facilitating university students to choose a topic related to communication, linguistic diversity, multiculturalism or language learning. They were helped to select a data collection method and find an answer to a language-oriented research question that interested them. The article lists 18 completed teenagers’ projects and explains their implementation process. It also describes the sociolinguistic context of Opole, the characteristics of Polish secondary schooling, and discusses some examples of previous studies in linguistics done with the use of CS. It finishes with information on how the project was evaluated by those who coordinated and organized it – school administrators, teachers, and university students acting as CS facilitators. Attention is paid to how such projects empower teenagers to develop new communication skills and to raise their language awareness and how these skills fit in with the Polish national curriculum for language education. Apart from the sensitivity to diverse uses of language, CS can also foster reflection on how research in linguistics is done. It may also spark teenagers to become involved, as activist citizens, in advancing issues related to language diversity and equity, although systematic reception studies on CS impact are yet to be conducted. [ABSTRACT FROM AUTHOR]

The article discusses the importance of overcoming ideologies of dataism in the age of AI, emphasizing that language is not merely a data set but a complex web of interdependent relationships. It highlights the erasure of authentic languages from digital spaces and calls for a critical attitude towards understanding language as digital data. The authors advocate for ethnography as a method to study language in its social, political, and technological context, urging researchers to consider the impact of AI technologies on language practices and ideologies. The article also addresses the socio-political implications of commercialization and technology on language policies and the need for a holistic approach to studying language in the digital age. [Extracted from the article]

The article discusses the impact of generative AI (GenAI) on sociolinguistics, prompting reflection on the relationship between the two fields. The author argues that sociolinguists are uniquely positioned to shape the development and application of GenAI, emphasizing the importance of diverse perspectives in human-AI interactions. By applying sociolinguistic principles, researchers can ensure that GenAI systems are socially responsible and inclusive, reflecting the dynamic nature of language and communication. The article highlights the potential for sociolinguists to offer critical insights into the use of GenAI across various social contexts. [Extracted from the article]

The article discusses the importance of reflexivity in qualitative research, particularly in linguistic ethnography, emphasizing the need for researchers to consider their own language repertoire and linguistic positionality. It highlights the oversight of linguistic reflexivity in research accounts and the challenges of conducting research in multilingual settings. The special issue aims to address the complexities of researching multilingually and spaces of linguistic non-understanding, providing insights into the methodological, analytical, and interpretative reflections in multilingual research environments. The authors advocate for a humble, attentive, appreciative, and tolerant approach to navigating linguistic challenges and embracing uncertainty in the research process. [Extracted from the article]

The paper aims to investigate the sociolinguistic situation of the Kalmyk language, focusing on the role of language attitudes. It initially offers background information on the language and its recent history, focusing on the language policies carried out both in the republic of Kalmykia and at Federal level in Russia (Sect. 1.1). The paper then refers to the literature concerning language endangerment and the importance of language attitudes in this special context (Sect. 1.2). The methodology adopted for the study is then illustrated (Sect. 2), examining materials, procedures, and participants. We studied language attitudes by running a questionnaire, whose results, despite the limits of a direct method, offer valuable resources to describe the present sociolinguistic status of Kalmyk (Sect. 3). Participants expressed generally favourable attitudes towards the Kalmyk language, although such a disposition emerged more in generic questions than in questions about specific language-related activities. The younger respondents (18–29 y.o.) turned out to be less positively oriented towards the minority language than the older ones. Therefore, although there seems to be widespread interest in the Kalmyk language, concrete actions for its promotion may not be easily implemented, especially when they concern the younger generations. [ABSTRACT FROM AUTHOR]

This introduction provides the theoretical context of the Special Issue on Literacy Development in Regional Collateral Languages of Europe and an overview of the papers in the collection. For this end, it first discusses contemporary perceptions of the terms ‘literacy’ and ‘literacies’. These go far beyond traditional understandings, even though expressing one's thoughts through writing texts and meaning-making through reading are still at the core of literacies. Then, readers are introduced to the concept and the ideological contexts of ‘regional collateral languages’: These are varieties which are, on the one hand, structurally and ideologically closely related, or ‘collateral’, to major languages, often the main languages of nation states. On the other hand, they are deeply rooted in their regions; the paper therefore argues that they deserve specific attention along the lines of other efforts to maintain and develop autochthonous varieties. Finally, the introduction summarises the papers which focus on Scots in Scotland, Low German in Germany, Csángo in Romania, Silesian, Masurian, and Kashubian in Poland, Võro in Estonian, and Latgalian in Latvia, before identifying common denominators of the case studies and possible topics for future research. [ABSTRACT FROM AUTHOR]

In teaching Harold Pinter's Mountain Language I have observed how Indian postgraduate students see for themselves the institutionally sponsored biases and the hierarchized linguistic-racist ideologies these biases spawn. Political questions occur naturally to them: Why even democratic regimes should fear language itself? Why they feel driven to deploy a state language as a weapon in their war games? If English silences dissidence and considers BIPOC narratives devious and defiant then Pinter would ask us to think differently about English and its potential linguicidal threat. The politics of interdiction that besets communities is another topic that students engage with in reading Pinter. This Note concludes with a reflection on the impossible task of translating Mountain Language for the simple reason that it stages English as at once its theatre and topic. Brought into dialogue with this conundrum is Brian Friel's Translations a play that stages another cultural scenario where English bespeaks colonial violence without quite letting an audience see the dubious logic of endorsing that violence. [ABSTRACT FROM AUTHOR]

Background The National Cancer Institute (NCI) issued a 2021 memorandum adopting the American Society of Clinical Oncology (ASCO) and Friends of Cancer Research (Friends) task force recommendations to broaden clinical study eligibility criteria. They recommended that washout periods be eliminated for most prior cancer therapy and when required to utilize evidence- and/or rationale-based criteria. The Therapeutic Advances in Childhood Leukemia and Lymphoma (TACL) consortium responded to this guidance. Methods A TACL task force reviewed the consortium's research portfolio, the relevant literature and guidance documents from ASCO-Friends, NCI, and US Food and Drug Administration to make expert consensus and evidence-based recommendations for modernizing, broadening, and codifying TACL-study washout periods while ensuring consistency with pediatric ethics, and federal regulations. TACL's screening log was reviewed to estimate the impact that updated washout periods would have on patient inclusivity and recruitment. Results Over a 19-year period, 42 (14.6% of all screened ineligible patients [n = 287]) patients were identified as excluded from TACL early phase studies exclusively because of not meeting washout criteria. An additional 6 (2.1%) did not meet washout and at least 1 other exclusion criterion. A new TACL washout guidance document was developed and then adopted for use. Where washout criteria were not eliminated, rationale- and/or evidenced-based criteria were established with citation. Conclusion In an effort to reduce unnecessary exclusion from clinical trials, TACL created rationale- and/or evidenced-based washout period standards largely following guidance from the NCI and ASCO-Friends recommendations. These new, expanded eligibility criteria are expected to increase access to TACL clinical trials while maintaining safety and scientific excellence. [ABSTRACT FROM AUTHOR]

The text discusses the significance of opening Australia's multilingual archive, exploring the interplay between power, knowledge, and collective memory in the national archive. It delves into the impact of language and translation on Australian history-making, highlighting the challenges faced by migrants in the Anglophone West and the dominance of the English language. The article emphasizes the importance of multilingualism in reshaping historical narratives, challenging traditional structures, and enriching Australia's complex place in the world. [Extracted from the article]

Based on Spolsky's (2004) tripartite framework for language policy, this study explores language practices, language ideology, and language management in relation to minority languages, Putonghua, and English in ethnic minority families in Yunnan, China. Through observations of and interviews with nine interethnic marriage families in Kena Village and Anmin Village, we found that although people in both villages recognise the value of their native languages in ethnic identification and cultural inheritance, people in Anmin Village make efforts to teach the children Mosuo, while children in Kena Village usually acquire Malimasa naturally. Such differences are associated with sociolinguistic environment and child agency. Meanwhile, Putonghua is widely used in television programmes and smartphone applications and acquired by the young generation due to national policy and the spread of smartphones and television. Families in both villages demonstrated similar aspirations for their children's English learning, but low socioeconomic status affected their ability to invest in foreign language learning. The results suggest that in the special context of multi-ethnic and multilingual villages in Yunnan the agency of rural parents and grandparents is relatively weak, and family language policies are mainly influenced by meso – (e.g. school) and macro- (e.g. socioeconomic environment, national policy) level factors. [ABSTRACT FROM AUTHOR]

In recent decades, language revitalisation policies, programmes and initiatives have had to develop in an environment of major social, political, economic, or technological changes that have had an extraordinary impact on the governance of minority language revitalisation. In this context, we have studied the changes that have taken place in the governance of the revitalisation of the Basque language in the Basque Autonomous Community during the first two decades of the twenty-first century: from open antagonism to a common commitment to collaborative governance. We present an analysis of the models of governance confronted in the field of the revitalisation of the Basque language, of the rationalities that inform them or provide them with resources of meaning and legitimation, and of the process by which a model of collaborative governance has been arrived at. [ABSTRACT FROM AUTHOR]

This paper reports findings from an exploratory study on multilingual speakers conducted in Germany. Data were collected using a questionnaire instrument launched in 2021. To our knowledge, this is the first enquiry into multilinguals' own perception of their spoken languages in Germany. The core research questions addressed in this paper are (1) whether some languages are perceived as more valuable or prestigious than others by their speakers and (2) whether speakers of certain languages experience discrimination more often than speakers of other languages. In the data exploration it was assumed that (a) all languages other than English, French, Italian, and Spanish (besides Latin the standard foreign languages in schools) will be valued 'lower'; and (b) speakers will report experiences of discrimination with respect to their use of those languages other than German or the foreign languages mentioned above. The results indeed demonstrate differences in the perceived value and prestige of certain languages. Multivariate statistical analyses indicate that L1 speakers of languages with perceived lower value (e.g. Turkish) experience discrimination significantly more often than L1 speakers of other home languages (e.g. English). Additionally, qualitative data analyses exemplify levels of discrimination and lived experience of languages. [ABSTRACT FROM AUTHOR]

Many parents have concerns about raising their children with multiple languages. However, there is a paucity of previous research regarding parental concerns about multilingual child-rearing, particularly in multilingual societies. We address this gap with a corpus-assisted discourse study of parental concerns regarding multilingual child-rearing in Quebec, Canada. We created two corpora comprising 641 parents’ responses to an open-ended survey question regarding their main concerns about raising multilingual infants/toddlers (English corpus: 12,502 words, French corpus: 9,360 words). We examined frequencies, collocations, concordance lines, and longer segments to investigate the nature and strength of different concerns. Our results revealed that two previously-attested concern types – cognition concerns and exposure-fluency concerns – were most prominent. The results also provided more nuanced insights into the nature of these concerns. Moreover, the results revealed two additional concern types: concerns regarding trilingual/heritage language transmission and concerns about the effect of multilingualism on children’s identity and social/emotional well-being. These had not previously been attested. Our research makes a theoretical contribution by advancing knowledge about parental concerns and how they can contribute to the study of family language policies. Additionally, our findings may serve as the basis for improving support for multilingual families. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate whether a translated and adapted conversational training programme enhances emotion understanding in preschool children. Given the lack of such research in Pakistan (and outside the West in general), the training study reported here was conceived to fill this gap. Thirty-nine 5- to 6-year-olds at two school sites were randomly assigned to training and control groups, after screening for emotional and behavioural problems. The participants were pre- and post-tested on Emotional Comprehension after an 8-week intervention. Children from both groups listened to the translated and adapted version of the 'Stories of Jack and Theo', rich in mental state language. Children from the training group participated in conversations about the mental states of the story characters and themselves using semi-structured conversational procedures, while children from the control group were engaged in board games mediated by an adult. The findings showed that children in the training group outperformed those in the control group on emotional comprehension even after statistically controlling for earlier executive function and working memory. [ABSTRACT FROM AUTHOR]

Planes de Vida (Life Plans) are an initiative in Latin America connecting Indigenous self‐governance with a state vision of a good life for citizens. While Life Plans have been proposed since the mid‐1980s, these are often crafted with the vision and language of states in place of Indigenous ones. Informed by Indigenous Standpoint Theory and Napo Runa living ecologies, we use autoethnography, participant observation, and secondary text analysis to re‐orient the relationship between state and Indigenous planning, and to ask what Amazonian futures would be possible if they started from Indigenous (rather than state) planning. To explore this re‐orientation, we examine the case of the Kichwa organisation FOIN, in the Ecuadorian Amazon. We argue that Life Plans can be indigenised with Kichwa planning philosophies and model ways to centre Indigenous methodologies that can shape the transformational potential of such planning initiatives. [ABSTRACT FROM AUTHOR]

This study, based partly on archival research, tackles a number of interrelated issues regarding the sociolinguistic dynamics of language politics in Sri Lanka from the colonial era to the present. In colonial Ceylon, such politics initially manifested as resistance against foreign elements, but later evolved into internal conflicts when majoritarian Sinhala-focused linguistic purism movements appropriated Sinhala as a national identity marker. The resulting civil war until 2009 indicated that misguided prospects of linguistic purism in the name of ethnic nationalism have been a costly mistake for this small state, threatening to tear the nation apart. Regarding more recent issues of language planning and policy reforms, which also concern the place of English, the focus turns specifically to the rapid digitalisation of communication and related impacts of global virtual language environments. These substantially reduce the significance of any specific language or local vernacular, while individual and group identity is strengthened through inclusive use of linguistic registers within multilingual digital spaces. [ABSTRACT FROM AUTHOR]

A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils, something which in turn results in failures and early drop-out. The current paper takes up some of the challenges, dilemmas and consequences of current medium of instruction (MoI) policies as illustrated by theories and previous studies. Part 2 gives an outline of the analytical framework being developed under the Understanding project financed by the Swedish research Council. The purpose of the framework is to help reveal strengths, shortcomings and mismatches in current language-in-education policies. Focus lies on how different policy levels acknowledge the challenges involved in learning and teaching through a second language in SSA contexts. The model provides a systematic framework for explorations of how language-in-education policy outcomes (mis)match intentions. The framework, though adapted for SSA contexts, has direct relevance to the analysis of language-in-education polices in Western education systems. [ABSTRACT FROM AUTHOR]

Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student's academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: "What is the impact from English-medium instruction on students' academic performance in an online learning environment?" "Academic performance" was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students' academic performance. [ABSTRACT FROM AUTHOR]

Security Enhanced Linux (SELinux) is a security architecture for Linux implementing Mandatory Access Control. It has been used in numerous security-critical contexts ranging from servers to mobile devices. However, its application is challenging as SELinux security policies are difficult to write, understand, and maintain. Recently, the intermediate language CIL was introduced to foster the development of high-level policy languages and to write structured configurations. Despite CIL's high level features, CIL configurations are hard to understand as different constructs interact in non-trivial ways. Moreover, there is no mechanism to ensure that a given configuration obeys desired information flow policies. To remedy this, we enrich CIL with a formal semantics, and we propose IFCIL, a backward compatible extension of CIL for specifying fine-grained information flow requirements. Using IFCIL, administrators can express confidentiality, integrity, and non-interference properties. We also provide a tool to statically verify these requirements and we experimentally assess it on ten real-world policies. [ABSTRACT FROM AUTHOR]

This study analyses the evolving means of China's formal language policy on Putonghua and minority languages from 1986 to 2021. This paper identifies four stages based on the shifting focus between Putonghua and minority languages: status planning of the central government (1986–1990), balance via bilingual policy (1991–2000), strong Putonghua spread at all levels (2001–2011), and Putonghua promotion and minority language preservation (2012–2021). Through descriptive and corpus analysis of a self-constructed language policy database, for each stage, we explore the major means stated in policy documents by analysing keywords to explain policy changes with consideration of social conditions. The results show that China has continuously adjusted its formal language policy according to social changes, and that language planning in this emerging economy has been profoundly influenced by national strategy and government administration. [ABSTRACT FROM AUTHOR]

Over the past few decades, there has been a sharp increase in the number of international students enrolling in postgraduate courses at UK universities, with students from China making up the single largest national group. At the same time, there has been a gradual increase in Chinese teachers and faculty members, as these same students continue their studies and build a life in UK academia. Ideally, this demographic shift should offer the opportunity for a flourishing multilingual and translingual academic space in UK universities. However, this is often not the case, with English remaining the default and often only option in teacher/student interactions, regardless of the linguistic and cultural background of the interlocutors. In this study, we explore the barriers to translanguaging practices between Chinese students and their Chinese dissertation supervisor. Through observation of supervisory sessions and interviews with students, we found considerable resistance to translanguaging practices involving the use of shared first language whilst in the UK learning environment. This resistance was seen to be driven by native-speakerist and monolinguistic ideologies, lack of institutional language policy, and actions and attitudes of individual students and teachers. [ABSTRACT FROM AUTHOR]

At a meso level, families have shown an imperative role in language policy in general and language education in particular. Predicated on the theories of family language policy and a transdisciplinary framework for L2 development, this study was undertaken to explore what three generations of a family did with the foreign languages they had learned in order to build and maintain their multilingual family. Data was gathered through informal interviews with the family members as well as field notes taken by the principal researcher during each visit to the family. The findings indicate that the members conformed to the prevalent discourses of L2 learning in mainstream education. They had specific strategies to sustain 'old-fashioned' L2s while simultaneously demonstrating their complete openness to emergent L2s. Of acute significance in research results is their interaction with L2s in multiple ways of learning and the system of values and ideologies they associated with the L2s in the monolingual context of Vietnam. The study offers implications for family stakeholders' engagement in the policy, research, and practice of language education. [ABSTRACT FROM AUTHOR]

This article provides an examination of the linguistic features and language policy in the Friulian language. The study begins by delving into the historical and sociolinguistic context of Friuli. Subsequently, the phonological system is meticulously analyzed, encompassing phonemes, syllable structure, stress patterns, and vowel length distinctions. Moving forward, the article investigates morphological and syntactical aspects of Friulian, shedding light on the formation of plurals, the existence of supercompound forms, the construction of assertive and interrogative sentences, and some aspects of subordination. Furthermore, some lexical aspects of Friulian are discussed. Lastly, the study examines various measures of language policy that are implemented to preserve and promote the Friulian language. The article outlines some initiatives and efforts that aim to safeguard and foster the use of Friulian within its community. [ABSTRACT FROM AUTHOR]

The aim of this contribution is a discussion of the state of the Ladin language in the Dolomite region of northern Italy. It outlines the main events of the past in the area, examines the different language types within the territory and highlights the common linguistic aspects as well as the cultural and identity differences. The article explores the use of Ladin in various sociolinguistic contexts and the efforts to standardise its spelling. It also discusses the tools, institutions, and initiatives involved in promoting the use of Ladin. [ABSTRACT FROM AUTHOR]

Previous studies have described diaspora members as linguistically stable subjects on whom bounded linguistic or ethnic categories are imposed, yet more recent research tends to view transnational identity as fluid and situational. This study investigates how adolescents with advanced Chinese and English proficiency living across China and the United States perceive their language and identity under conditions of constant mobility. Drawn from a two-year ethnographic project on Chinese diasporic families, the present study adopted phenomenography as the methodological approach and collected data through interviews and participant observations with 18 transnational adolescents living in the US. The findings reveal the adolescents’ perspectives on transnational identity as a situated construct that entails one’s sense of location, nationality, ethnicity, culture, kinship, language and pursuit of personal meaning. These many facets of identity are not mutually exclusive but closely interrelated, and these adolescents can access a rich identity repertoire through strategic bilingual/multilingual practices. These findings suggest the fluidity and complexity of transnational identity and illustrate the analytical efficacy of phenomenography. Crucially, through this way of identity performance these bi/multilinguals are able to break the hyphenated entitlement (e.g. ‘Chinese-American’) that may have suppressed their self-recognition and embrace a fascinating world with unprecedented possibilities. [ABSTRACT FROM AUTHOR]

Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong–American families in relation to a Hmong–English dual‐language program (DLP) where their children are enrolled. Interviews, artifacts, and family‐recorded interactions were utilized to get a full understanding of what factors at the different levels of interaction shaped their FLP. The findings reveal that both sets of parents perceived the relationship between the home and school as a partnership for their children's heritage language development, with the school taking on the onus for Hmong literacy. This resulted in both families’ more secondary role and, thus, home language practices that merely supplement the school content. Importantly, while both sets of parents held similar beliefs regarding the role of the DLP in heritage language maintenance, it was their beliefs in the value of Hmong that led to the different FLPs between the families. The article concludes with limitations and implications for schools interested in wanting to better serve their heritage language learners and families. [ABSTRACT FROM AUTHOR]

Born in Xiamen, China in 1938, Dr. Ling-Chi Wang was the founder of Chinese for Affirmative Action, an organization focused on affirmative action in employment, representation of the Chinese in politics, voting, and language rights. He is also a Professor Emeritus of Asian American Studies at the University of California Berkeley. Ling-Chi established the Asian American Studies program at Berkeley, teaching its first course in 1969. In this paper, Ling-Chi shares his perspectives on the long history of Chinese discrimination dating back to the Chinese Exclusion Act (1882) and his years as a political activist during the 1960s to the present in San Francisco’s Chinatown. His role in community organizing was pivotal in the events leading up to this pivotal U.S. Supreme Court case. Ling Chi’s reflections on activism and linguistic justice documents his imprint on the this language rights case that has shaped US educational language policies for the last fifty years. [ABSTRACT FROM AUTHOR]

This paper aims to reveal different stakeholders’ beliefs and opinions on heritage language maintenance and complementary schools in the Netherlands, namely those of parents, educators, and students. A case study was conducted at a Chinese school in the south of the Netherlands. In-depth semi-structured interviews were conducted with 21 respondents (N = 21) consisting of nine parents, eight educators, and four students. The results reveal that (1) Chinese parents value their children learning both Dutch and Mandarin due to economic, socio-cultural, and identity factors; (2) Heritage language maintenance is perceived by parents and educators as vital in ethnic grouping (sense of belonging), connection with the heritage culture, and for instrumental purposes. They also recognise Mandarin as a new diasporic linguistic standard replacing Cantonese; (3) Chinese parents view complementary schools as a platform to strengthen their ethnic bonding and community formation. Despite students’ perceptions of heritage language maintenance do not align with adults’ (parents and educators) views, their identity construction in complementary schools is in line with adults’ expectations. [ABSTRACT FROM AUTHOR]

Aim Method Results Interpretation We assessed whether behavioural and emotional problems of 5‐ to 6‐year‐old preschool children born very preterm (<32 weeks' gestation) are associated with an immigrant background and linguistic distance of their first language to the host country's official language, German.This is an observational longitudinal cohort study. Data are from the national multicentre German Neonatal Network cohort, including all very preterm births from 2009 onwards. A total of 3220 (n = 1570 female) children were followed up at preschool age; 629 (n = 324 female) of these had an immigrant background. Behavioural and emotional problems were assessed using the parent‐reported Strengths and Difficulties Questionnaire (SDQ).Mixed‐effects models showed that immigrant status alone was not associated with children's behavioural and emotional problems. However, a higher linguistic distance of the children's first language to German was associated with higher SDQ total problem scores (coefficient = 0.008, 95% confidence interval 0.002, 0.015), after adjusting for known confounders.Language barriers in the form of linguistic distance between the first language of children born very preterm and countries' official languages are associated with increased risk for behavioural and emotional problems. More research is needed on how language barriers affect long‐term developmental outcomes of immigrant children born very preterm. [ABSTRACT FROM AUTHOR]

In the context of the global push towards a green economy, this research investigates the impact of green trade barriers on the export trade volume of Chinese photovoltaic products to ASEAN from 2010 to 2021. The strong evidence indicates that green trade barriers have a positive effect on improving the export trade volume of Chinese photovoltaic products to ASEAN. This conclusion remains robust through multiple robustness tests, including excluding data from pandemic-affected years and the only developed country Singapore. Moreover, the impact of green trade barriers varies with exchange rate levels and language environments. In countries with higher exchange rates and countries with different official languages, the positive effect of green trade barriers on trade is more significant. In contrast, in countries with the same official language, green trade barriers have a negative effect on improving the trade volume. Additionally, higher levels of renewable energy consumption diminish the beneficial effect of TBT on photovoltaic trade, and CO2 emissions lessen the detrimental effect of TBT on photovoltaic trade. The findings provide valuable insights for policymakers, suggesting that align with international standards, provide differentiated technical assistance and adopt transparent trade rules when formulating green trade barriers to better support the competitiveness and export growth of Chinese photovoltaic products in the international market. [ABSTRACT FROM AUTHOR]

The Amazigh language in the city of Melilla (Spain) is recognised as a regional and minority language, but it is not recognised as a co-official language, nor does it have the status of an official language. The unequal relationship between the official language, Spanish, and the Amazigh language has not only linguistic but also social implications, which have been little studied in this particular territory. Against this backdrop, we propose to investigate the situation of the Amazigh language in this context. For this purpose, an exploratory sociolinguistic study has been carried out, which approaches the uses, attitudes and opinions of the Melilla population – speakers and non-speakers – of the language in relation to the role it plays in the life of the city, its contribution to individual and collective cultural identity, as well as the role of political decisions on these dynamics. To this end, a mixed methodology was applied, including a questionnaire, as a pilot application, focus groups and semi-structured group and individual interviews. Among the conclusions, it is clear that there is a differential valuation of languages, which leads to inequalities. In response, the study recommends strong institutional support. [ABSTRACT FROM AUTHOR]

Family language policy (FLP) is a key focus of immigrant families, as parents are considered to play a vital role in children’s bilingual language development. Nevertheless, many parents report that they do not have an FLP. Accordingly, their FLP planning style is unplanned and spontaneous. This study compares families’ FLP planning styles (overt vs. covert). Data was collected via questionnaires from parents and their English-Hebrew bilingual children (n = 82). Children’s receptive and expressive vocabulary of both languages were assessed to explore the impact of FLP planning style. Results confirm that families present with a desire for proficient outcomes in both languages. However, families with an overt planning style present with more pro-heritage language policies (e.g. promoting English use with siblings). Those with a covert planning style lean towards pro-societal language policies and children may be allowed to speak any language at home. Differences in FLP planning did not significantly impact ratings of home language use or children’s vocabulary. The perceived value of English as a global language may be partially responsible for the findings. The study confirms that although there are many effective ways to raise a bilingual child, FLP planning has implications for the bilingual language learning environment. [ABSTRACT FROM AUTHOR]

In Nationalism and Culture, now a largely forgotten book, the anarchist thinker Rudolf Rocker offers a compelling account of the nationalist phenomenon, from its origins and development to its influence (or lack thereof) over the linguistic and cultural practices of the large groups of people that typically encompass a nation‐state. The present paper aims to revisit and update Rocker's book, highlighting its relevance and potential contribution to the modern study of nationalism. In particular, I employ the tools of Noam Chomsky's generative study of language to characterise the roles language and culture play in the formation of national identities, in so doing unearthing some of the psychological underpinnings of nationalist beliefs and thus, furthermore, clarifying the actual effects of nationalist policies on language, culture, and artistic creativity. [ABSTRACT FROM AUTHOR]

The rise of English-medium education in (European) higher education has attracted considerable attention, but most analyses of the topic to date have been conducted in traditional universities. Highly international fields such as that of classical music higher education (CMHE) remain under-researched. Dafouz, E., and U. Smit. 2016. “Towards a Dynamic Conceptual Framework for English Medium Education in Multilingual University Settings.” Applied Linguistics 37 (3): 397–415 and Dafouz, E., and U. Smit. 2020. ROAD-MAPPING English Medium Education in the Internationalised University. Palgrave Macmillan. The ROAD-MAPPING framework provides an analytical tool for examining such complex contexts and unpacking the various factors at play in these multilingual university settings. In this paper, we present a mixed-methods case study at one of Austria’s largest state-funded music universities, comprising a policy analysis, a survey and semi-structured interviews with students, teachers and management. Using the ROAD-MAPPING framework to guide our analysis, we found that university policy and reported practice were coherent among all groups, with German as the default medium of education. English is explicitly designated the second academic language, while multilingualism and multimodality are actively promoted as a means of achieving educational and professional goals. However, we also noted that many strategies for coping with these multilingual teaching and learning contexts seem to be rather ad hoc, suggesting that there is a need for more awareness of multilingual pedagogy, and confirming the value of the ROAD-MAPPING framework for examining such complex settings. [ABSTRACT FROM AUTHOR]

Using a sociocultural approach with Indigenous epistemology, we examine language policies related to Lau. We researched how Lau impacted Native language policies through the Sinajini v. Board of Education of San Juan School District. Native education rights are embedded in treaty rights. As such, Native students have unique statuses with political and racialized identities, both of which Lau references. Native students are also unique as heritage language learners, English language learners, and members of Tribal Nations. Although the Lau case was not intended for Native students, it has possibilities to strengthen the argument for Native heritage languages. [ABSTRACT FROM AUTHOR]

With its growing global visibility and usage, Chinese has evolved into a regional and emerging global lingua franca, spoken by a significant population of L1/L2 speakers. This study expanded world Englishes/English as a lingua franca research to explore language attitudes and identity across diverse English and Chinese varieties. It compared educated stakeholders' (university students/professionals) (N = 1481) attitudes towards different L1/L2 varieties of English and Putonghua/Mandarin in Hong Kong, where both languages play an essential role under its ‘biliterate, trilingual' language policy. Findings derived from the verbal-guise technique suggest a hierarchy exists in the status of these language varieties, with L1 English at the top. A further evaluation of these varieties in the status/solidarity dimension indicates that Hongkongers' identity construction may involve proficient/L1-based English and a Putonghua variety, including Hong Kong Putonghua. Furthermore, the findings underscore the dynamic nature of language attitudes depending on contexts, pointing to a greater acceptance of L2 English and Putonghua/Mandarin varieties in less formal/more interactional L2-L2 communication. They also show a potential relationship between language attitudes and one's working experience/awareness. The paper argues that adopting a pluricentric framework to (re)conceptualise Chinese can provide valuable insights into its role in multilingual societies, identity construction, and Chinese language education. [ABSTRACT FROM AUTHOR]

This paper provides a normative justification regarding the fairness of ‘coercively’ protecting minority languages in mixed societies where the minority group already knows the majority language. To do so, it adopts first a theory‐testing approach and examines, by using the Catalan case, the validity of the arguments presented in Morales‐Gálvez's (2017) ‘protectionist’ theory of linguistic justice. In this vein, it argues that some of the ideas this author uses to defend the ‘coercive’ protection of minority languages still work when the minority group is bilingual. Yet, there are others that appear to be problematic. As such, this paper then unfolds using a theory‐building approach and reframes these concepts with the objective of proposing complementary arguments. This article concludes that ‘coercive’ policies to protect the language of a bilingualised minority group are fair and necessary if they aim to accomplish active reciprocal bilingualism and hence ensure equal rights for all speakers. [ABSTRACT FROM AUTHOR]

Much of the conversation about ungrading has thus far focused on its impacts in the classroom, improving student learning and addressing ongoing inequities. Yet addressing the administrative structures necessary to sustain ungrading is equally important, especially considering the labor conditions of contingent, minoritized, or otherwise vulnerable faculty. This article proposes hostile/hospitable programmatic architectures as a framework for understanding how institutional ecologies may be configured in ways that undermine or support the use of equitable assessment practices. Where hostile programmatic architecture neglects the risk vulnerable faculty take on in using a new assessment practice, a hospitable programmatic architecture, deliberately attentive to faculty labor conditions and institutional locatedness, relies on supportive, cross‐hierarchical relationships and ample material and affective resources to open institutional spaces for the effective use of ungrading. The article closes with a brief heuristic for writing program administrators and other departmental/university leaders interested in assessing the hospitality of their own program. [ABSTRACT FROM AUTHOR]

This article explores the impact of labor‐based grading contracts on student attitudes and perceptions within multilingual First‐Year Composition (FYC) sections at an R1 university. Data collected qualitatively and quantitatively examined correlations between labor‐based grading contracts and shifts in student attitudes toward writing and overall learning experiences. Findings revealed that some students found labor‐based grading contracts motivating, leading to improved attitudes toward writing, while others found themselves demotivated or stressed by the absence of traditional grades. The concept of fairness emerged as a key concern, challenging the assumption that labor‐based grading contracts universally benefit students. This article underscores the need for nuanced implementation of labor‐based grading contracts and encourages a student‐centered approach to foster equitable and antiracist writing assessment practices. It acknowledges the potential benefits of labor‐based contract grading, but also its associated challenges, and calls for a critical examination of grading contracts within local contexts to ensure they genuinely advance opportunities for underrepresented students. [ABSTRACT FROM AUTHOR]

This review illustrates how language ideologies about correctness, in speaking and writing, have been discussed in research on the role of language in education. Research illustrates a give-and-take between the interests of multilingual speakers and advocates of language diversity on the one hand and, on the other, the correctness ideologies embedded in institutional demands for correctness and standardization (in schools and language policies) and commodification (in the global educational marketplace). More subtle than ideologies of correctness, language ideologies about "appropriate" language emerge as related to race, ethnicity, gender, and other embodied biases, and the nuanced mechanisms of language socialization illuminate the persistent dynamics of these appropriateness ideologies. Finally, we discuss the relevance of postcolonial epistemologies, the collaborative participatory research methods that are reframing what counts as correct and appropriate for the study of language and education, and the emerging role of generative artificial intelligence for language in education. [ABSTRACT FROM AUTHOR]

Aims and objectives: This paper investigates the diffusion of English into the linguistic ecologies of Tunisia, an Expanding Outer Circle society in North Africa. It analyzes the language practices of Tunisian business operators in five commercial localities in metropolitan Tunis. The paper focuses, in particular, on the uses of English and its interaction with Tunisia's dominant languages, the ways the resources of English are locally understood and deployed and the intersection of the emerging "language regime" (Kroskrity, 2000) with the official linguistic landscapes policies and the wider sociohistorical, political, and economic conditions of the country. Methodology and data: Detailed discourse-ethnographic analysis of 363 linguistic landscape signs collected from 5 commercial districts in metropolitan Tunis. Findings and conclusions: The findings indicated the emergence of a bottom-up English-led public signage communicating a global corporate ideology circumventing the official language policies mandating the use and visibility of Modern Standard Arabic in public signage. However, this English-led public posting is intertwined in complex ways with Tunisia's dominant languages, resulting in translanguaging, linguistic puns, the commodification of vernacular forms of communication as well as (supra)national and aesthetic identity markers. Originality: Tunisia, a traditionally constructed Francophone country moving toward English, is very little explored in the major Global English(es) paradigms. The paper focuses on the possible ideological, economic, and cultural changes engendered by English and connects these changes to the global socioeconomic, political, and cultural transformations undergone by the country over the last decades. [ABSTRACT FROM AUTHOR]

Aims and objectives: As there remains a paucity of research into the use of communication strategies in Polish transnational communities, this paper seeks to delineate the code-switching practices of Polish-speaking families residing in Australia. The tripartite framework of Family Language Policy has been applied for the analysis of affordances of code-switching patterns. Methodology: Based on the data collected through the online questionnaire supplemented with in-depth interviews and observations, a qualitative analysis has been conducted to obtain the sociolinguistic picture of the code-switching practices. Data and analysis: The interviews and discussions during the observations were recorded, transcribed verbatim and coded according to the Grounded Theory Approach. The recurrent themes were noted. The existing patterns were conceptualised through the process of constant comparison. Findings and conclusions: The conducted study draws our attention to the fact that Polish speakers in Australia differ from speakers of other heritage languages. Language management efforts through a great exposure to Polish translates to HL proficiency, maintenance and the degree of bilingualism, as well as the rate of code-switching. All joint family and extracurricular activities organised by Saturday schools and cultural centres augment the HL retention despite the constant attempts to code-switch among the young family members. Originality: This paper delves into how Polish is maintained as a HL among Polish-speaking immigrants to Australia and their offspring. It explores one of the well-established yet understudied communities that makes up multicultural Australia. It unfolds an account of the dynamics of code-switching, illustrating how its affordances are utilised to foster communication. [ABSTRACT FROM AUTHOR]

This paper scrutinizes the objective of inclusion in contemporary science, technology, and innovation (STI) policies by analyzing its manifestations within the broad STI policy language promoting a closer interaction between science and society. We contribute to the STI policy literature by revisiting current conceptualizations that primarily center on marginalized groups. By analyzing the Broader Impacts Criterion and Responsible Research and Innovation frameworks in the USA and the European Union, we show that inclusion in the context of high-income countries is partially decoupling from marginalization and increasingly being instrumentalized to serve impact agendas. Our conceptual framework synthesizing the dimensions of goal setting and agency illustrates the broadening scope of inclusive policies and the emergent decoupling dilemma that has been neglected in the literature. Future research must account for the growing ambiguity of policy language that is facing new legitimacy questions and the blurring of objectives focused on supporting marginalized groups. [ABSTRACT FROM AUTHOR]

Introduction: Acne remains one of the most common inflammatory dermatoses seen worldwide. There are significant challenges when managing acne relating to a variety of factors, including (1) lack of consensus on the use of the numerous available grading systems and outcome measures, (2) appreciation of the numerous areas that relate to severity, (3) the chronic nature of acne which requires a longitudinal approach to management (including both facial and truncal disease), and (4) the need to target acne early to avoid physical and psychosocial scarring. Consideration of these aspects when managing acne should result in improved outcomes. Acne guidelines review the available evidence based on robust clinical trials and are usually supplemented with some expert opinion when evidence is not available. Methods: In this paper, the UK Acne Working Group reflects on the latest National Institute for Health and Care Excellence (NICE) acne guidelines with a goal of providing additional practical insights. Conclusion: The group have identified areas where new evidence has now become available since the formulation of the NICE acne guidelines. This publication considers newly approved acne medications in the UK, guidance on assessing acne severity, approaches to managing truncal acne, acne sequelae, and adult female acne with hormonal therapies. Plain Language Summary: The National Institute for Health and Care Excellence (NICE) produced acne guidelines in June 2021 for clinicians and patients. New evidence and information on practical aspects of acne management have emerged since this time. A panel of clinicians with expertise in acne discuss herein some areas of interest that may support acne management, some of which could be considered in a second iteration of NICE acne guidelines. These areas include how to assess acne, the medical approach to truncal acne, how clinicians may manage the long-lasting acne sequelae of scarring and darkly pigmented spots, and the use of medical hormonal therapies for women (such as birth control pills) to manage acne that may have a causative contribution of hormone imbalances. [ABSTRACT FROM AUTHOR]

This article aims to present the documents and practices related to the internationalization of education at IFFar, in order to problematize how the creation of a language policy aimed at internationalization can impact internationalization actions in all educational areas of the institution. Our theoretical perspective is based on the assumptions of Sulear Applied Linguistics (Pennycook; Makoni, 2020) and Academic Literacy studies (Lea; Street, 1998, 2006). The results of this research indicate that there is an institutional interest and/or need to regulate and organize guidelines relating to the internationalization of education and the establishment of a language policy. However, from a comprehensive perspective of internationalization, it is necessary to reflect consciously and act critically so that actions and, above all, policies can contribute effectively to IFFar and through IFFar. [ABSTRACT FROM AUTHOR]

This paper aims at converging the Glotopolitical perspective (Guespin and Marcellesi, 2022 [1986]; Arnoux, 2000) and Literacy Studies (Street, 2014 [1995]; Pinheiro and Azzari, 2023), specifically, Language Literacy (Galli, 2022), to reflect on the principles of language policy (Lagares, 2018) in the context of multilingual education in the Global South. Acknowledging the linguistic and cultural diversity present in post-colonial countries like Brazil, as well as the various ways in which languages manifest themselves in the current scenario marked by super-diversity (Blommaert and Rampton, 2011), a multilingual educational policy should reject concepts and procedures stemming from monolingual ideology. This entails focusing the teaching-learning process on language practices that occur in specific social and cultural settings, considering the resulting representations from an explicitly intercultural perspective, to promote meaningful and socially situated learning. [ABSTRACT FROM AUTHOR]