Continuation of antiseizure medication (ASM) during pregnancy is essential for seizure control in most women with epilepsy, yet few studies have characterized the neurocognitive phenotypes associated with prenatal ASM exposure, with limited data on newer agents. The aim of this study was to determine whether in utero exposure to specific types of ASM monotherapies is associated with poorer neurocognitive outcomes compared with ASM-unexposed children. This semiprospective cohort study included children aged 3-18 years born to women enrolled in the Raoul Wallenberg Australian Pregnancy Register of Antiepileptic Drugs. Children without major congenital anomalies who were exposed prenatally to carbamazepine (n = 20), lamotrigine (n = 23), levetiracetam (n = 20), valproate (n = 19), or topiramate (n = 11) monotherapy, or who were unexposed to ASMs (n = 19), were followed from birth and underwent standardized neuropsychological assessment by a neuropsychologist blinded to prenatal ASM exposure status. Primary outcomes included Full-Scale IQ (FSIQ) and index scores from the Wechsler Intelligence Scales; secondary outcomes assessed academic skills, memory, language, and executive functions. Generalized linear mixed-effects models were used to estimate associations between prenatal ASM exposure and cognitive outcomes, adjusting for maternal IQ, epilepsy characteristics, and relevant perinatal factors. Of 110 children assessed (mean age 9.6 years; 51% female), 91 were exposed to ASM monotherapy in utero and 19 were unexposed. Children exposed to valproate, levetiracetam, topiramate, or carbamazepine scored lower across multiple cognitive domains, including processing speed, verbal comprehension, visuospatial reasoning, and academic skills (Cohen d range = -0.8 to -1.0). The largest FSIQ differences were observed for topiramate (b = -17.4, 95% CI -30.6 to -6.1) and levetiracetam (b = -13.9, 95% CI -24.5 to -3.8). Lamotrigine-exposed children showed performance comparable to unexposed peers. Cognitive outcomes did not vary by ASM dose, likely because of smaller sample sizes. Prenatal exposure to topiramate, levetiracetam, valproate, and carbamazepine was associated with domain-specific cognitive vulnerabilities, particularly in IQ, processing speed, and academic functioning. Topiramate and levetiracetam exposure were linked to the largest IQ differences compared with unexposed children. While valproate is typically associated with the greatest risk, its impact seemed attenuated in this cohort. By contrast, cognitive performance in lamotrigine-exposed children was comparable to unexposed peers, suggesting that it may be comparatively safer with respect to cognitive outcomes. This study provides Class II evidence that in utero exposure to valproate, levetiracetam, topiramate, and carbamazepine, but not to lamotrigine, is associated with worse neurocognitive outcomes in children compared with unexposed children.

The Sydney Declaration (SD) is a landmark document developed through years of international collaboration to define forensic science and establish its foundational principles through seven core tenets (Roux et al., 2021, 2022 [1,2]). Since its publication in 2022, the SD has been actively promoted worldwide and serves as the focal point of a special issue in Forensic Science International (Miranda et al. [3]). To assess its reception and practical impact, an international survey, available in English, French, and Spanish, was conducted among forensic science professionals. The study aimed to evaluate awareness, perceptions, and the extent of implementation of the SD across education, training, research, and casework. Findings indicate broad agreement with the SD, which is widely regarded as offering a comprehensive and contemporary framework for forensic science. However, challenges remain, including ambiguity around its purpose, the use of complex academic language, and uncertainty about its alignment with existing quality assurance standards. To ensure the SD fulfils its intended role as a foundational and transversal framework, broader engagement is needed, both within the forensic science community and across related fields such as law and criminology. Expanding these conversations is key to bridging the gap between theory and practice.

ABSTRACT Translanguaging is a widely used concept in bilingual and multilingual education. Originating in the bilingual education context of Wales, it was initially conceived as a pedagogical strategy for developing linguistic and academic skills in both Welsh and English. Over time, however, the concept has been expanded and reinterpreted along diverse conceptual, pedagogical, and social lines. This article examines translanguaging from the perspective of vulnerable minority languages. It discusses how the act of naming languages plays a crucial role in affirming the existence of minority languages. The article also shows that, in cases such as Basque or Welsh, processes of standardization and the promotion of academic language use are essential for the survival of these languages and for extending their functions into domains traditionally dominated by majority languages. At the same time, it argues for the importance of “breathing spaces” in which the minority language can be used without direct competition from the majority language. While translanguaging practices can be enriching, they could also imply certain risks and, in some contexts, may inadvertently favor the majority language. The article highlights the need to consider the specific historical, sociolinguistic, and pedagogical conditions in which translanguaging takes place.

“It must be provided for by the school”: Academic language in United States mathematics education as curricularized register, 1700–1975

This literature review summarizes and analyzes existing research on the language barriers faced by Chinese and Indian international students in American higher education. Drawing on previous research in second language acquisition and academic English, this paper summarizes the differences in language education between China and India and how limited academic English preparation impacts students' participation and learning experiences in American higher education classrooms. The paper also explores how higher education institutions can address these challenges through language support and learning environments. Overall, this literature review emphasizes the role of institutional practices in influencing the academic language development of international students.

The study explored how OpenAI was used by the students in writing critiques, focusing on their experiences, opportunities, challenges and proposed rubrics for improving students' critique writing skills. This study is important because critical thinking skills and responsible AI use affect students' writing practice and general improvement. Utilizing a descriptive qualitative design, data were gathered from 10 third- year teacher education students at a private institution through unstructured interviews and focused group discussion. The findings showed that students used OpenAI to generate ideas, organize structures, improve sentence construction, and enhance academic language, which showed that opportunities existed. The study also revealed several challenges, such as reduced cognitive engagement, ethical and academic integrity, technical limitations, and occasional inaccuracies in generated outputs. To address these issues, rubrics as assessment tool was proposed that included ethical guidelines and collaborative activities. The study recommended guided integration of OpenAI and active participation by teachers and students to improve critique-writing skills. The main objective of this study is to explore the use of OpenAI in writing critiques and to identify the opportunities, challenges, and proposed a rubric as an assessment tool in improving students' critique writing skills. Hence, this study aimed to develop analytic rubrics entitled “ Rubrics as an Assessment Tool in Critique Writing” that helped teachers assess writing effectively, assisted students in responsible and ethical integration of OpenAI in different literary genres, encouraged originality and ensured that all students became confident and independent critique writers.

ABSTRACT Within the context of higher education in Australia, academic failure at undergraduate level has not been comprehensively investigated. This study sought to determine factors that predicted failure amongst undergraduate students after two semesters of study. Failure was defined as having a cumulative GPA below a passing grade. At the research site, factors included indigeneity, academic writing literacy, Faculty/college of enrolment, engagement with academic support services, gender, and language background. Amongst a variety of academic and non-academic factors, this study utilised results on a post-entry language assessment (PELA), which screened students according to their academic essay writing skills. The study was conducted over five semesters and comprised a multidisciplinary sample. This research equips university decision makers with a profile of students who may face difficulties navigating the rigours of tertiary education. It subsequently allows key stakeholders to allocate resources appropriately and effectively to respond to academic failure.

International mobility can provide students with opportunities for intercultural learning and developing language skills. Language proficiency is also a factor in the choice of a host university and satisfaction with study abroad programmes. The present study examines student reflections on the role language played in their academic, social, and personal experiences during international mobility, drawing on interviews with 21 international students at European universities. The findings underscore the importance of international academic languages, particularly English, but also point to the students’ interest in local languages for social interaction with the community. This interest is often driven by a desire for deeper integration and to counteract national stereotypes. This research highlights the complex relationship between language and mobility, where language constitutes both a tool and a barrier. This dynamic is particularly evident in students’ interactions, where communicating with other international students was often perceived as less stressful than with native speakers. Students’ agency is key in navigating these dynamics, which are mediated by prevailing language ideologies and institutional constraints. Ultimately, language in international mobility settings shapes academic success, social integration, and the negotiation of personal identity.

This study examined the academic self-management and school performance of Grade 6 Prathom pupils in Din Daeng District, Bangkok, Thailand. Using a quantitative descriptive-correlational design, total enumeration sampling was employed among pupils enrolled in the Bangkok Metropolitan Administration’s English Program. Data were collected through a structured questionnaire administered via Google Forms and analyzed using frequency counts, percentages, means, Spearman Rho correlation, and Chi-square tests. The hypothesis, tested at the 0.05 level of significance, assumed no significant relationship between academic self-management and school performance across selected profile variables. Findings revealed that most respondents were 12-year-old males from low-income families, with English proficiency and parents who had attained bachelor’s degrees. Academic self-management was found to significantly influence school performance, highlighting its critical role in learners’ academic success. A moderate relationship was observed between academic self-management and English proficiency, while other profile variables showed no significant association. Based on these findings, the study recommends the implementation of targeted interventions such as time management workshops, goal-setting activities, and organizational skills training. Schools may also strengthen parental involvement and provide financial assistance programs to support learners’ diverse needs. Furthermore, integrating English language enrichment with academic self-management strategies is encouraged to enhance both academic performance and language proficiency.

Type 1 diabetes (T1D) complications may impair cognitive development, but evidence on cognitive skills in children and adolescents with T1D is inconsistent. This study aimed to document measures and outcomes used to assess cognitive skills in children with T1D and to examine the relationship between T1D and cognitive skills. A systematic literature search was conducted across five databases to identify studies that administered cognitive assessments to children and adolescents aged ≤19 years with T1D. Study characteristics, cognitive skills assessments and outcomes and comparisons to non-T1D peers where available were synthesized on an evidence map. Random-effects meta-analysis was used to assess differences in Wechsler Full Scale Intelligence Quotient (IQ) test scores between T1D and non-T1D groups. From 2464 studies, 129 were included. Five main cognitive categories were identified, with comparisons to non-T1D peers-where available-yielding mixed results: academic performance (n=37; n=7/22 worse T1D), executive function (n=101; n=31/48 worse T1D), intelligence (n=73; n=22/37 worse T1D), language (n=30; n=7/20 worse T1D) and memory and learning (n=84; n=31/48 worse T1D). Large-scale studies (n≥1000) did not find significant differences between groups for academic performance (n=0/6 worse T1D) and language (n=0/3 worse T1D). In the meta-analysis of 16 studies (n=1594), children with T1D had slightly lower IQ scores than peers without T1D (mean difference -3.49, 95% CI (-6.16 to -0.82); p=0.010). T1D appears to be associated with slightly lower cognitive outcomes in some areas. Further research is needed to understand the impact of these findings on daily functioning and to inform screening for at-risk children.

Purpose This study aims to examine the incidence and contextual use of slang, profanity, expletives or vulgar language (SPEVL) in peer-reviewed scientific literature. Focusing specifically on the term “bullshit” (BS), it explores where and in what contexts such language appears and assesses whether ethical guidelines on respectful language in academic publishing are adequate. Design/methodology/approach A bibliometric analysis was carried out using the Scopus database on February 20, 2025. Publications containing the term BS in the title, abstract or keywords were identified, resulting in a dataset of 481 documents. Microsoft Excel and VOSviewer were used to examine temporal, disciplinary, institutional, geographic and citation patterns. A keyword co-occurrence analysis was conducted to explore the thematic structure of the literature. Findings The term BS was most frequently used in the arts, humanities and social sciences. Its usage has notably increased over the past decade. Most publications were in English and appeared in reputable journals, with a relatively high citation impact (FWCI = 2.5). Thematic clusters included psychological, sociocultural, educational, theoretical and organizational contexts. Research limitations/implications This study only considers records indexed in Scopus and does not include full-text content. Future research could explore other databases or conduct qualitative analyses to investigate the tone and purpose of SPEVL use in context. Additionally, clearer ethical guidance from publishers regarding language use is needed. Originality/value This paper is among the first to empirically identify SPEVL in the academic literature. It offers valuable insights for editors, publishers and those concerned with ethics regarding the boundaries of acceptable academic language and editorial responsibility.

ABSTRACT This study examines the marginalisation of women’s voices in school improvement initiatives within South Africa’s patriarchal educational landscape. Historically, decision-making in schools has been dominated by principals and male-centric structures, leaving limited space for women’s participation. Recent shifts in community schools, however, have introduced more inclusive approaches that invite parents and community members into school improvement processes. In a country where women have long been excluded from formal decision-making, their engagement is both a challenge and a transformative opportunity. Drawing on the African Calabash framework, this study explores women’s lived experiences by foregrounding knowledge, language, situatedness, and culture. Data was generated through focus groups with women actively involved in school-community initiatives and analysed thematically to capture patterns of meaning in their reflections. Findings highlight that the women participants experienced acknowledgement of all knowledges as valid, with their voices respected and included in decision-making within the community of practice. Cultural norms and language shaped collaboration, enabling inclusion while also revealing barriers from academic language and cultural misunderstandings. Their situatedness and gendered experiences including socio-economic challenges, rural realities, and historical marginalisation influenced participation and agency. The African Calabash framework helped interpret these findings, emphasising interconnectedness, nurturing, and shared responsibility, and highlighting women as knowledge holders and agents of change.

Previous post-entry language assessments (PELAs) research in higher education shows that academic language proficiency contributes to academic achievement. PELAs are particularly valuable for higher education systems with minimal or no admission requirements for identifying and supporting at-risk students. However, the availability of PELAs for languages beyond English, such as Dutch, is limited. Moreover, existing Dutch PELAs and their construct validity evidence are not publicly accessible, and predictive validity analyses typically do not reach the program-specific level. Therefore, the present study introduced the Ghent University Language Screening (GULS), an easy-to-administer, free, and publicly accessible Dutch PELA. More specifically, GULS evaluates first-year students' reading comprehension in higher education. First, we confirmed the construct validity of GULS at the model and item levels and its reliability using data from the two 3-year periods 2017-2018 to 2019-2020 (N1 = 12,527) and 2020-2021 to 2022-2023 (N2 = 17,204). Second, we examined GULS's predictive validity for academic achievement (i.e., Grade Point Average and study success) on data over the same two periods across 16 bachelor study programs (n1 = 8244; n2 = 10,891), followed by predictive validity analyses for each study program across the combined 6-year period. Results demonstrate that GULS is a valid and reliable PELA for assessing Dutch language proficiency, especially for first-year higher education students who require language support to ensure equal educational opportunities. As such, GULS functions as a predictor of first-year academic achievement. We discuss the potential application of GULS in future educational research and practice given its accessibility.

In this article, we describe a collaboration between two university science educators, a first grade teacher, and a special education teacher to modify a unit focused on carnivorous plants. Given the large number of students in the class with special education needs (SEN), additional supports were put in place to help students succeed in their understanding and use of the academic vocabulary associated with the unit. We will describe the unit activities, the supports, and how they impacted the students’ experiences.

This paper investigates the increasing role of writing assistance using artificial intelligence (AI) and its impact on the field of academic English and the way it is transforming the use of language in higher education. As the usage of grammar checkers, paraphrasing systems, and generative AI platforms gains popularity among students, more and more of them are relying on automated aids in writing academic texts. The study explores the impact of these tools in vocabulary selection, sentence structure, coherence, and originality in student writing. It also explores the hypothesis of whether AI-assisted writing positively influences the language proficiency or causes dependence that discourages critical development of language. The evidence of writing samples and classroom observations of student writing indicates that AI applications enhance grammatical correctness and fluency, yet can decrease personal style and critical language analysis. The research points out the opportunities and challenges of incorporating AI in academic writing practices. Although AI can aid in learning by offering immediate feedback and academic language models, excessive reliance can undermine the ability to write independently. The results highlight the importance of balanced pedagogical approaches that include AI as an aiding tool and not as a substitute to the cognitive writing processes.

ABSTRACT As the nation and world face pressing contemporary science challenges at the intersection of race, place, and socioeconomic status (e.g., the climate crisis), it is imperative to nurture the strengths of racially and linguistically diverse student populations as thought partners and problem solvers in K‐12 classrooms. Too often, the labels English Learner (EL) or Academic Language Learner (ALL) position students through deficit orientations, focusing on what they supposedly lack rather than what they bring to science learning environments. To foster more inclusive science teaching aligned to frameworks of educational dignity, we conducted educator self‐study within secondary and elementary science teaching methods courses at a comprehensive public university to examine how concepts of critical language awareness, translanguaging, and raciolinguistics were integrated into teacher preparation curriculum and how candidates engaged with these themes.

This study intended to investigate the difficulties encountered by EFL learners in using four derivational adjective-noun suffixes (-al, -ous, -ic, and -ful) and their factors. Although derivational morphology can contribute to vocabulary development and academic skills, the use of suffixes that form adjectives is still a difficulty for many EFL learners. This research used a non-experimental quantitative descriptive method. The population and sample for this study comprised 33 students in the fifth semester of the Morphology course in the English Education Study Program. Data were collected using a test and a questionnaire to assess conditions influencing students' abilities. Test results showed that the four endings varied in difficulty. The endings -ous and -ic were the most difficult for students to use correctly, while -al was the easiest. Student use of -ful was not entirely principled. However, the level of accuracy for the base noun seemed to be a defining factor in suffix use accuracy. The results of the questionnaire also showed that a lack of morphological awareness, limited vocabulary size and pedagogical limitations were the three primary variables influencing students' capacity to generate adjectives. There was no appreciable impact from other factors such L1 interference, overgeneralization, lack of productive practice, and limited exposure to authentic texts. These results emphasize the need to provide more direct instruction in derivational morphology, broaden the range of activities, and increase exposure to scholarly terminology. Improvements in these areas may improve students' understanding of morphology and enable them to produce more accurate and complex academic language.

This study aims to construct a scale to measure the acquisition of academic language skills among students of the Arabic Language Institute for Non-Native Speakers at the Islamic University. The significance of the research lies in the difficulties international students face in understanding their courses, especially when dealing with specialized academic terminology in fields such as statistics and research methodology. The study proposes a comprehensive scale covering the four main skills (listening, speaking, reading, and writing), to serve as a diagnostic tool that supports the improvement of instructional programs and aligns them with students’ academic needs. The research is delimited to the students of the Institute at the Islamic University during the academic years 1442–1446 AH.

Artificial Intelligence Tools for Gastrointestinal Research: A Practical Guide.

Generative AI in English-medium instruction: Perceptions, usage, and impact on academic performance and language proficiency