LINGUISTIC LANDSCAPE OF PESANTREN MODERN AL-AMANAH JUNWANGI: IT'S ROLE IN ARABIC ACQUISITION

The present paper aims at catching a glimpse of the process of second language learning and acquisition among adult learners in Romania. When talking about adult learners, the focused age group comprises individuals over 24 years old who are no longer enrolled in any type of educational system. On the contrary, they already have jobs, families and lead a busy life. The paper comprises four parts – the introduction presents some factors, like age, psychological and environmental components, which interact in the process of successful language acquisition. The second part discusses motivation which has a pivotal role in the process of language acquisition while in the next part some difficulties Romanian adult learners face when learning English are presented. The paper ends with conclusions, emphasizing that the process of second language acquisition is not at all a simple one, it is a bouquet of factors which influences the final result.

Kuta in Bali, is an over developed urban city, observed through the emergence of outdoor signs along the main streets. However, there were no local laws to regulate the use of local language in public spaces, which led to the marginalisation of the Balinese language. In 2018, Bali’s Governor Regulation no. 80/2018 was issued to regulate the use of languages in Bali, exclusively to maintain local language in public spaces. This study is aimed at investigating the effect of the regulation on the use of local language in Kuta’s public spaces. The data were collected from six main streets in Kuta in January 2020. The result showed that the Balinese language had gained a prestigious position in public space with its addition on many outdoor signages. Conversely, this regulation is alleged to violate national law that obliges all public signs be in the Indonesian language and placed above local and or foreign languages on the same sign board.

This paper projects the phenomenon of outbursts, insults, inflammatory and foul-language use in the public space and its implications on the moral fabric of the Ghanaian society. The objective is to sensitize the public of this negative development in the hope to encourage the use of decent language in the public space. It gives a background to the use of language in society as a normative practice in all societies and the legal implications of language use in public space in modern society. Furthermore, it throws light on the theory of ethical language, focusing on four approaches that facilitate understanding and meaning of ethical sentences. The use of language in the public space has been reviewed referencing existing literature and various case studies in different locations in contemporary times as a background to the paper. Methodological issues factored purposefully sampled views of two-hundred and nineteen respondents drawn from university campuses and the general public, in Kumasi and Accra. Research design essentialized mixed methods, integrating the explorative, qualitative and interpretive tools. Views were elicited through the tool of a survey questionnaire supported by field and library data. Data display, reduction, mapping and verified conclusion served as indices of analysis. Findings include the general awareness of worsening foul language use with incendiary and vituperative undertones in the Ghanaian public space and unanimity in the call for multisectoral and synergistic effort to salvage the situation as a matter of urgency. Keywords: Vituperative, Incendiary, Incivility.

Reviewed by: Second language acquisition by Roumyana Slabakova Tania Ionin Second language acquisition. By Roumyana Slabakova. Oxford: Oxford University Press, 2016. Pp. xxi, 483. ISBN 9780199687275. $40. Introduction This book is a textbook of second language acquisition (SLA) written within the theoretical framework of the generative approach to SLA research. The intended readers are advanced undergraduate students and graduate students who have some background in linguistics, in particular in syntax and semantics. The text is intended first and foremost for students with a prior background in generative linguistics. While the main linguistic concepts are explained when they are introduced, such explanations are necessarily brief, and students with no prior background in linguistics would find the more technical parts of the text somewhat difficult to follow. However, students or other readers who have a general interest in language and/or language acquisition, but lack a background in generative linguistics, should still be able to follow the main concepts presented in the book. This textbook is quite unique in that, while its focus is on theoretical research on SLA, it explicitly makes the link to potential pedagogical relevance of the research findings. Brief summary The book consists of thirteen chapters, divided into three parts. Each chapter ends with a section of exercises; at the end of the book are a glossary, references, and an index. Part I, ‘Language’, provides a brief overview of the relevant background information that readers need to have in order to fully appreciate the rest of the book. Ch. 1, ‘Language architecture’, lays out the central argument of generative linguistics for the innateness of language and introduces the reader to several famous proposals on the structure of the language faculty. Ch. 1 then addresses the task faced by a second language learner and lays out the logic of the methodology used in generative SLA research. Ch. 2, ‘Language variation’, walks the reader through the history of the generative study of language variation, from principles and parameters through the minimalist program. Like Ch. 1, Ch. 2 ends by considering the implications of the theoretical linguistic research for the learning task of a second language learner. The goal of Ch. 3, ‘The psychological reality of language in use’, is to prepare the reader for later chapters that address second language processing by reviewing the central models and findings of the literature on language processing and psycholinguistics more generally. Part II, ‘Language acquisition’, has the goal of placing the study of SLA into the study of language acquisition as a whole by considering a number of different language-acquisition scenarios. The focus of this part is on the respective contributions of age of acquisition and of input quantity and quality to the task of language acquisition. Ch. 4, ‘The critical period hypothesis’, goes over the history of critical period studies and addresses the debate about the existence of critical or sensitive periods in SLA. This chapter also considers the role of input, bringing together a number of quite distinct phenomena, including variable input, comparisons between heritage speakers and second language learners, and variability among native speakers at different educational levels. Ch. 5, ‘First language acquisition, two first languages’, provides an overview of the process of first language acquisition; most of the chapter is devoted to monolingual first language acquisition, but the last section discusses simultaneous bilinguals, who form a natural link between monolinguals and adult second language learners. In Ch. 6, ‘Child second language, multilingual and heritage language acquisition, language attrition’, a variety of other types of language acquisition scenarios are discussed. Throughout this chapter, and especially in the last section, the focus is, once again, on the relative contributions of age of acquisition and input quantity and quality to the outcome of the language acquisition process. The position taken in this chapter, and [End Page e198] throughout the rest of the book, is that the effects of age can potentially be overridden by rich input, and that universal grammar remains active in SLA by adults. Part III, ‘Second language acquisition’, is the heart of the book. In addition to providing an overview of SLA research in the core areas of linguistics (with the one exception of...

Language acquisition occupies a central place in the study of human cognition, and research on how we learn language can be found across many disciplines, from developmental psychology and linguistics to education, philosophy, and neuroscience. It is a very challenging topic to investigate given that the learning target in first and second language acquisition is highly complex, and part of the challenge consists in identifying how different domains of language are acquired to form a fully functioning system of usage (Ellis, 2017). Correspondingly, the evidence about language use and language learning is generally shaped by many factors, including the characteristics of the task in which the language is produced (Alexopoulou, Michel, Murakami, & Meurers, 2017). The challenge is further complicated by the fact that language acquisition is affected by individual learner characteristics. Individual differences are particularly well studied for second language acquisition, where it is clear that factors such as native language, type of instruction, and motivation affect learning rate and ultimate attainment (Ushioda & Dörnyei, 2012; Williams, 2012). But recent research indicates that there is also considerable individual variation in child language development (see Rowland, 2013). To develop an understanding of language acquisition, we need to take into account these individual differences (MacWhinney, 2017). Despite these and other challenges, the past decades have witnessed significant progress in our understanding of how children and adults learn languages. The conceptual and empirical progress arguably is fueled by an increasing range of methods and approaches that are being used to study language acquisition (see Hoff, 2011; Mackey & Gass, 2012). For example, experimental approaches using artificial or natural languages have made it possible to investigate how changes across exposure conditions such as input frequency, instruction type, or prior knowledge affect learning in rigorously controlled environments. Learner corpora are growing in size and task types covered, with increasingly rich annotation supporting detailed analyses employing sophisticated statistical methods. Digital learning environments integrating computational methods hold the promise of supporting the systematic exploration of learning mechanisms in authentic teaching and learning, providing new sources of evidence on the roles played by the linguistic environment, interaction, and feedback in learning. The investigation of a complex phenomenon like language acquisition can significantly benefit from insights, tools, and methods from many disciplines, yet it is still relatively rare to find studies that combine multiple approaches. The research described in Monaghan and Mattock (2012), Ellis, Römer, and O'Donnell (2016), and Christiansen and Chater (2016) transparently illustrates the potential of multimethod approaches to language. For example, Monaghan and Mattock's (2012) investigation of word learning is an excellent illustration of how corpus research can connect with experimental research. Monaghan and Mattock first conducted corpus analyses of child-directed speech. They then used the information derived from these analyses to construct an artificial language that is based on natural language statistics. On this basis, they investigated the acquisition of nouns and verbs by adult learners in an artificial language experiment. While artificial language research is occasionally criticized for its limited ecological validity, the use of distributional information from natural language corpora in the artificial language construction mitigates some of this criticism (see also Monaghan & Rowland, 2017). Another impressive example of multimethod research is Ellis et al. (2016), who investigate the acquisition, processing, and use of verb-argument constructions (VACs), and their monograph contains a series of behavioral experiments, large-scale corpus analyses supported by natural language processing (NLP) techniques, and several computational simulations (connectionist and agent based). The result of this systematic multimethod exploration is a significant, in-depth understanding of how we learn, process, and use VACs—and a research model for others to follow suit. Finally, Christiansen and Chater's (2016) theoretical framework for understanding language acquisition, evolution, and processing is the direct result of multimethod research and would not be possible without the insights the authors gained from working at the intersection of experimental, computational, and corpus-based approaches for more than two decades. The question of how to promote multidisciplinary research across methodological boundaries has been central to the work of the three editors of this volume. A series of review articles aiming to connect research areas and introduce methodologies exemplify this (e.g., Meurers, 2012, 2015; Meurers & Dickinson, 2017; Rebuschat, 2013). One of the editors, Tony McEnery, directs the ESRC Centre for Corpus Approaches to Social Sciences (CASS, http://cass.lancs.ac.uk) at Lancaster University, whose primary objective is to enable colleagues in other, nonlinguistic disciplines to utilize the corpus approach. The two other editors are part of Tübingen's unique LEAD Graduate School & Research Network, which brings together over 130 scientists from education, psychology, linguistics, neuroscience, informatics, sociology, and economics to investigate learning and educational achievement.1 The LEAD initiative includes an interdisciplinary research and training program for doctoral students and postdocs, which is funded by Germany's Excellence Initiative. In the same spirit, we have enjoyed organizing numerous symposia, workshops, summer schools, and conferences, and we have edited several books and special journal issues with the specific aim of bringing together leading researchers from different disciplines whose paths would normally not cross (e.g., Andringa & Rebuschat, 2015; Meurers, 2009; Rebuschat, 2015; Rebuschat, Rohrmeier, Hawkins, & Cross, 2012; Rebuschat & Williams, 2012). This special issue is part of this ongoing effort. This special issue was inspired by a symposium on “Connecting Data and Theory: Corpora and Second Language Research,” which was organized by the editors and took place in Lancaster, UK, on July 19, 2015. The symposium was jointly funded by the Language Learning Roundtable Grant Program and by CASS. The objective was to establish a dialogue between experts on second language acquisition, corpora, and computational analysis methods. This dialogue can significantly enrich the empirical basis of second language research but, to date, collaborations across these fields are still rare. The symposium aimed at directly addressing this shortcoming. There were three sessions, each approaching the symposium topic from a distinct research area. Nick Ellis and Brian MacWhinney provided the view from cognitive psychology, Detmar Meurers and Markus Dickinson the view from computational linguistics, and Anke Lüdeling and Sylviane Granger the view from corpus linguistics. The symposium concluded with a general discussion. The discussion and feedback were both very positive and lively, and when the opportunity arose to produce a special issue on “Currents in Language Learning,” we readily agreed to do so. Five presentations of the symposium provided the basis for four expanded and updated articles (Ellis; Lüdeling et al.; MacWhinney; Meurers & Dickinson). Additional chapters were written by colleagues who attended the symposium and made thoughtful contributions (Alexopoulou et al.; Gablasova et al; Monaghan & Rowland; Ziegler et al.). Based on the symposium discussions, we decided to expand the scope for the special issue in two areas. We solicited an article that would contribute a language testing angle (Wisniewski) and broadened the topic to language learning in general, given the long and fruitful tradition of using corpora, NLP tools, and computational modeling in child language research. As a result, the third issue of the “Currents in Language Learning” series brings together leading researchers in cognitive psychology, computational linguistics, corpus linguistics, developmental psychology, and linguistics. Our contributors were asked to (i) discuss recent work and trends, (ii) outline opportunities and challenges of combining multiple approaches, and (iii) propose directions for future research at the intersection of experimental, computational, and corpus-based approaches to language learning. Each submission was peer reviewed by several anonymous reviewers and by the editors. In the first article, Padraic Monaghan and Caroline Rowland describe the challenges of combining experimental, computational, and corpus approaches to research in child language acquisition. Their article clearly articulates the benefits of multidisciplinary approaches by providing three examples for a successful combination of methods (grammatical category acquisition, morphological development, and the acquisition of sentence structure). On this basis, they conclude with a discussion of future directions. In the second article, Nick Ellis approaches the topic from the perspective of usage-based linguistics. Ellis clearly illustrates the essential contributions made by experimental, computational, and corpus-based research to the establishment of usage-based theories of language (see also Ellis, Römer, & O'Donnell, 2016). In the next article, Detmar Meurers and Markus Dickinson provide a comprehensive review of how computational linguistics and NLP techniques can contribute to our understanding of second language learning. They focus on two contributions: First, computational linguistics can enrich the options for obtaining substantial amounts of data for language learning research, including data obtained via intelligent computer-assisted language learning (ICALL) interfaces (see also Ziegler et al., 2017). Second, NLP techniques can support the identification and interpretation of data of relevance to second language research via automatic linguistic annotation of large-scale corpora—which they argue requires more cross-disciplinary discussion to operationalize relevant learner language distinctions and develop annotation schemes that are adequate to support second language research. The next three articles focus on essential methodological considerations arising from corpus-based language learning research. Anke Lüdeling, Hagen Hirschmann, and Anna Shadrova illustrate how learner corpus data can be used to investigate acquisition patterns by concentrating on second language morphological productivity as a test case. They raise methodological points regarding linguistic modeling, the formation of target hypotheses, and error annotation. Dana Gablasova, Vaclav Brezina, and Tony McEnery focus on collocations in language learning research. The interest in formulaic language has been growing in both first and second language research, and there is now a considerable number of experimental and corpus-based studies in this area (e.g., Christiansen & Arnon, in press). Gablasova et al. critically review measures of association that are frequently used to identify collocations (t score, MI score, Log Dice) and discuss how a better understanding of these measures greatly facilitates the interpretation of trends in language production data. In the sixth article, the same authors focus on the role of corpus-based frequency information for advancing our understanding of how languages are learned. They illustrate the issues involved in the interpretation and comparison of corpus frequencies by contrasting several first and second language corpora. The next two articles provide concrete examples of the benefits of working at the intersection of experimental, computational, and corpus-based approaches to language learning. Dora Alexopoulou, Marije Michel, Akira Murakami, and Detmar Meurers test hypotheses derived from instructed second language acquisition research and task-based language teaching by applying techniques from computational linguistics to a very large learner corpus. They analyze the texts in the EF-Cambridge Open Language Database (https://corpus.mml.cam.ac.uk/efcamdat), a learner corpus that contains over 70,000,000 words collected through an online language learning platform. Their article demonstrates how large corpora and NLP techniques can contribute to contemporary language learning research by complementing experimental evidence. Nicole Ziegler, Detmar Meurers, Patrick Rebuschat, Simón Ruiz, José L. Moreno-Vega, Maria Chinkina, Wenjing Li, and Sarah Grey combine theoretical and methodological insights from second language acquisition, NLP, and ICALL research to investigate the effectiveness of input enhancement in promoting second language development. Their study is experimental, but data are collected via a Web-based ICALL system (WERTi, http://purl.org/icall/werti) that provides computerized pedagogical treatment of learner-selected texts and automatically tracks and collects learners’ action and engagement with the input. This results in a particularly rich data set, beyond what is typically available via traditional experimental approaches. In the next article, Katrin Wisniewski provides a conceptual review of how learner corpora can contribute to language testing research, emphasizing the importance of empirical scale validity. Wisniewski focuses on the Common European Framework of Reference, the most common European reference tool to describe levels of foreign language proficiency, and explicitly works out the opportunities and challenges of working across disciplinary and methodological boundaries. The issue concludes with an important call for the construction of a shared platform to study second language acquisition. Brian MacWhinney argues that further advancement of second language acquisition theory and practice requires a combination of experimental data, a better understanding of how individual differences impact learning, and corpus data that permit the investigation of acquisition patterns. The proposed platform would facilitate this by enabling the collection of substantial amounts of learner data online and by establishing a common protocol on how to share the data—in line with the Child Language Data Exchange System, the central repository for child language data that contributed greatly to our understanding of how children learn language (see Monaghan & Rowland, 2017). The success of such an approach rests on researchers across the world sharing data and agreeing on common protocols for adding and retrieving data. The special issue, and the symposium on which it was based, would not have been possible without the essential support and contributions of many colleagues. We are grateful to our symposium presenters and delegates for making it such a successful event, and we thank our authors for submitting excellent manuscripts for this special issue. We are indebted to the anonymous peer reviewers, who thoroughly assessed the texts and provided very valuable feedback, especially on how to make the contributions accessible and relevant across disciplines. At Language Learning, we are particularly grateful to Nick Ellis (General Editor) and Pavel Trofimovich (Journal Editor) for their sustained support throughout this project, and to Izzat Ibrahim for his friendly assistance in the production of this special issue. At Lancaster and Tübingen, we are very grateful to Lisa Becker and Abi Hawtin for their help in copyediting the volume and to Katarina Pardula for her support in organizing the symposium. Finally, we would like to gratefully acknowledge the financial support of the ESRC Centre for Corpus Approaches to Social Science and Language Learning's Roundtable Grant Program, without which neither the symposium nor the special issue would have been possible.

This study investigates the linguistic landscape of Tbilisi’s city centre, with a particular focus on the visibility and spatial distribution of Georgian, English, and Russian across public signage. As a rapidly globalizing urban space with a complex sociolinguistic history, Tbilisi offers a compelling case for examining how language is used in public settings and what this reveals about identity, power relations, and sociopolitical dynamics in contemporary Georgia. The research aims to explore the symbolic and communicative roles of these three languages in the city’s central and touristically attractive areas, where commercial and cultural activity is dense and language use is often strategic. The study adopts a mixed-methods approach that combines quantitative analysis with qualitative interpretation. The dataset comprises 45 photographs of business signs, restaurant menus, and graffiti collected through purposive sampling in Tbilisi's urban core. The images were selected based on their diversity of language use, visibility, and relevance to both local and tourist audiences. Each image was analysed using a set of linguistic landscape analytical criteria, including language prominence, script type, placement, and intended audience. Special attention was paid to whether languages appeared monolingually or multilingually, and how language choice might reflect broader economic or political motivations. Findings indicate that English has become the most prominent language in Tbilisi’s city centre signage, often appearing independently or as the primary language in multilingual signs. This dominance reflects English’s global status and the growing emphasis on tourism, international business, and modernity. Georgian, despite being the official state language and a central component of national identity, more often appears alongside English rather than as a standalone medium, particularly in commercial contexts. This pattern raises important questions about the symbolic status of the Georgian language in spaces of high visibility and economic activity. Russian, once a dominant language in public and private domains during the Soviet era, now appears less frequently, reflecting both shifts in language policy and demographic changes, including decreased Russian-speaking populations and evolving political relationships. This research contributes to the growing field of linguistic landscape studies by offering empirical evidence from a post-Soviet, multilingual context. It highlights how language in public spaces is not only a matter of communication but also a reflection of broader sociocultural hierarchies, economic forces, and political ideologies. The study’s findings have implications for language policy, urban planning, and debates surrounding cultural identity in Georgia and comparable transitional societies.

Linguistic Landscape (LL) is a study that focuses on the use of language in public spaces, whether monolingual, bilingual, or multilingual. The growth of coffee shops in the city of Medan is increasing due to the increasing development of coffee consumption so that it appears around the Ringroad road which reflects its uniqueness and various different racial backgrounds. This research deals with the linguistic landscape and the use of certain languages on coffee shop signage. The purpose of this study was to determine the use of language in language in public spaces, to explain the characteristics used on coffee shop signboards and the reasons why shop owners chose a particular language in naming coffee shops. This research method is qualitative by applying the data collection of coffee shop signage. Methods of data collection is done by observation, interviews, documentation. Methods of data analysis with data collection, data condensation, data display and drawing conclusions. The results showed that the researchers found 12 languages, namely: Acehnese, Batak, and Javanese, Indonesian, English, Japanese, Italian, Arabic, French, Vietnamese, Spanish, and Bugis languages. It was found that the language between English and Indonesian is more dominant than other languages. The characteristics on the 89 nameplates tend to be the same. The reasons for shop owners in choosing a particular name are the type of coffee, culture, place/location, easy to remember and simple, family, reference, social time, ownership, promotion, personal, hope, leadership, heredity, recklessness, uniqueness, love of coffee, art, products, regional specialties, fondness for foreign languages. Language in public spaces and the phenomenon of language is of great interest to researchers, especially linguists.

Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB) overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere. Keywords: learning time, learning space, learning management blog

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

The border between Indonesia and Timor Leste presents a rich and complex sociolinguistic landscape, shaped by centuries of historical, cultural, and economic interactions between communities on both sides. This study investigates the vitality of local languages in the border regions using a linguistic landscape approach, with a particular focus on the presence and function of public signage in urban centers and along cross-border routes. The research aims to explore three core aspects: (1) the presence and status of local languages in public spaces, (2) the influence of cross-border mobility and interaction on language use, and (3) the broader implications for language policy and efforts at cultural preservation. Fieldwork was conducted in the Indonesian towns of Kefamenanu and Atambua, as well as at the cross-border posts, where both government and privately installed signs were analyzed. The findings reveal that Indonesian overwhelmingly dominates public signage, while local languages such as Tetum, Dawan, and Kupang Malay are notably underrepresented despite their continued use in daily conversation and cultural expression. Factors such as urbanization, internal migration, national language policy, and educational priorities have contributed to the reduced public visibility of these regional languages. The study argues that public signage is a powerful tool that reflects broader linguistic hierarchies and power relations. To revitalize and sustain local languages, it recommends the integration of bilingual or multilingual signage, the incorporation of local languages in educational curricula and tourism programs, and collaborative cross-border initiatives aimed at promoting shared linguistic and cultural heritage.

Labuan Bajo, the capital of West Manggarai Regency, East Nusa Tenggara, is currently experiencing rapid development. A good number of hotels, restaurants, and cafes have sprung up. The rapid development of tourist accommodation has had an impact on national and local identity as seen in the language in public spaces through the language used in the tourist accommodation sign boards.The purpose of this study is to map the linguistic landscape in Labuan Bajo, particularly the use of language on tourist accommodation signage; to explain the factors that lead to the dominance of massive foreign influences on the language of tourist accommodation signage; and explain the response of local communities to the domination of these foreign influences. This study used a qualitative method by first visually documenting data, consisting of names of tourist accommodations in Labuan Bajo; second, doing a linguistic analysis of data in particular the meaning and construction of names that may come from one or multiple languages.The results of the field research show that foreign identities in language use on tourist accommodation signboards in Labuan Bajo are so widespread. It is hoped that the government can encourage the use of the national language and regional languages in tourist accommodation signage through the socialization of the use of language in public spaces as stated in Law No. 24 of 2009 so that national and local identities in Labuan Bajo are not seen as inferior to foreign identities.KEYWORDS: linguistic landscape, public space, identity, national and local language

Penggunaan bahasa Indonesia di ruang publik disoroti dari fenomena normalisasi kesalahan berbahasa di masyarakat. Permasalahan ini dianalisis secara rinci menggunakan tinjauan linguistik. Tujuan dari penelitian ini adalah untuk mengetahui penggunaan bahasa Indonesia di ruang publik Kota Bandarlampung. Penelitian ini menggunakan pendekatan deskriptif kualitatif dan menggunakan teknik pengumpulan data berupa observasi, dokumentasi, dan tinjauan pustaka. Hasil penelitian menunjukkan bahwa penggunaan bahasa Indonesia di ruang publik Kota Bandarlampung masih terkendali. Jenis media yang paling banyak digunakan untuk menampilkan bahasa Indonesia di ruang publik adalah nama jalan, rambu, baliho, dan papan peringatan. Penggunaan bahasa Indonesia di ruang publik Kota Bandarlampung dan tingkat kepatuhan terhadap peraturan EYD Indonesia masih perlu dioptimalkan. Hasil penelitian ini dapat dijadikan sebagai bahan evaluasi bagi pemerintah daerah, lembaga pendidikan, dan masyarakat untuk meningkatkan penggunaan bahasa Indonesia yang baik dan benar di ruang publik.Kata Kunci: bahasa Indonesia, ruang publik, Kota BandarlampungABSTRACTThe use of Indonesian language in public spaces is highlighted from the phenomenon of normalization of language errors in the community. This problem is analyzed in detail using linguistic review. The purpose of this study was to determine the use of Indonesian language in public spaces Bandarlampung. This study uses a qualitative descriptive approach and uses data collection techniques in the form of observation, documentation, and literature review. The results showed that the use of Indonesian in public spaces Bandarlampung still under control. The most widely used types of media to display Indonesian in public spaces are street names, signs, billboards, and warning boards. The use of Indonesian language in the public space of Bandarlampung City and the level of compliance with Indonesian EYD regulations still need to be optimized. The results of this study can be used as an evaluation material for local governments, educational institutions, and the community to improve the use of the Indonesian language is good and right in the public space.Keywords: Indonesian, public space, Bandarlampung City

Within the framework of our research on learners’ language practices and representations, this contribution explores how their representations about language uses and language learning shape the processes of learning and communication in school settings. More precisely, we will study learners’ representations regarding the existence of a plurilingual asset, defined as plurilinguals’ strategic advantage for further language learning and use. Following a discussion of the arguments that support the hypothesis of plurilingualism as a potential facilitator for both learning and verbal interaction, we will address the question of the sociolinguistic conditions that must be met for learners to perceive their plurilingualism as an asset in formal education. Special attention will be paid to the impact of a third language learnt at school on the construction of plurilingual repertoires and on the evolution of learners’ representations about languages, language uses and learning as their repertoires widen and diversify. The population under study includes young plurilingual learners in two secondary schools and one university in France and Germany. The analysis of their discourse and underlying representations about the role of prior language knowledge in language behaviour and learning experience will allow us to discuss the role played by the institution in encouraging learners to view their plurilingualism as a strategic resource.

The Effect of Mental Illness on Language Regression to the Mother Tongue in Bilingual Teenagers

This study explores the linguistic landscape of Peshawar by focusing on three interrelated dimensions: physical space, language policies, and residents’ attitudes towards spatial practices. Theoretically, the study is grounded in Trumper-Hecht’s three-dimensional theory of space. A total of 753 signs were collected from three key survey areas in Peshawar—Qissa Khawani Bazaar, Saddar Bazaar, and University Road—and analyzed to determine the visibility and dominance of languages. The 1973 Constitution of Pakistan was examined to understand the state's language policy. Additionally, interviews were conducted with 15 onlookers to gain insights into community attitudes toward language use in public spaces. The findings reveal that English is the most dominant language in Peshawar’s public spaces, followed by Urdu and Arabic. These three languages are recognized by state language policies, which in turn influences community preferences for their use in the linguistic landscape. In contrast, local languages remain largely absent from public signage and are not recognized in the Constitution. Nevertheless, some participants expressed a preference for the inclusion of local languages in public spaces. The study recommends incorporating local languages into all three dimensions of the linguistic landscape to promote inclusivity and cultural representation.