Attitudes toward Spanish as added linguistic capital in Jordan's English-dominant higher education landscape

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 mixed-methods study examines the interrelationships among cross-cultural psychological adaptation, identity construction, and resource utilization strategies from 62 international Chinese language learners (survey sample) and a 42-participant interview subsample in mainland China. Quantitative analyses revealed moderate to moderately high adaptation levels across psychological, sociocultural, and language dimensions, with notable variations by cultural background and proficiency level. Cluster analysis of the interview subsample (n = 42) identified four identity configuration types: cultural integration (38.1%), cultural assimilation (21.4%), cultural separation (23.8%), and cultural marginalization (16.7%). Path analysis indicated that adaptation dimensions were significantly associated with identity construction both directly and indirectly through resource utilization strategies, with social-affective strategies emerging as the strongest mediator. Qualitative findings illuminated dynamic negotiation processes through which learners constructed hybrid identities via critical incidents and strategic resource engagement. The integrated theoretical framework positions cross-cultural psychological adaptation as the foundational context within which identity construction and resource utilization unfold reciprocally. Findings suggest that successful adaptation is associated with constructing coherent bicultural identities through strategic mobilization of social networks, digital media platforms, and metacognitive capacities. Practical implications emphasize the necessity of comprehensive institutional support addressing psychological well-being, explicit strategy instruction, and identity-aware pedagogy that recognizes language learning as fundamentally involving personal transformation.

Will the advancement of GAI diminish international students' reliance on Chinese language teachers? Evidence from SEM and FsQCA.

Pondok Pesantren Modern ZIIS (Zamzam Integrated Islamic School) Cilongok, Banyumas, Central Java, is an integrated Islamic educational institution that promotes Islamic and national values through the motto A Great Place to Learn. This study aims to analyze parents’ school choice patterns in relation to cultural and social capital, the mechanisms for forming students’ Islamic habitus through an integrated curriculum and co-curricular programs, and the dynamics of social reproduction within the ZIIS environment. This study used a qualitative approach with a case study design, strengthened by structured questionnaire data from four parents of Grade XI students during the 2024–2026 period. The results showed three main findings. First, parents’ school choice patterns were economically heterogeneous, including families with monthly incomes below IDR 1,000,000 to above IDR 6,000,000, but homogeneous in value orientation because all parents prioritized the formation of Islamic character, independence, and a protected social environment. Second, ZIIS consistently formed students’ Islamic habitus through a structured yaumiyah schedule, a tahfidz Al-Qur’an program, gradual entrepreneurship, and international language programs integrated into the official curriculum. Third, unlike urban elite Islamic boarding schools, ZIIS demonstrated relatively inclusive dynamics of social reproduction, marked by open access across economic classes, although three of the four parents recommended adding scholarship programs to make accessibility more equitable. The conclusion of this study emphasizes that ZIIS functions as a space for forming a modern Islamic habitus that integrates piety, independence, and global competitiveness with broader social reach than urban elite Islamic boarding schools. The implications of this study expand understanding of the role of private Islamic educational institutions in shaping students’ character while opening access to education across social classes.

With the in-depth advancement of digitalization in education, the ecology of international Chinese language education has undergone significant changes, and multimodal teaching has become the main mode of international Chinese language education. This paper discusses the multimodal teaching mode of international Chinese language education, and gives a practical path for the improvement of learners' comprehensive Chinese language skills. It then conducts a comparative study of international students in a university's School of International Education by means of a teaching experiment, and realizes the quantitative assessment of the improvement of students' comprehensive Chinese language skills by means of statistical analysis and regression analysis. The results show that the improvement of comprehensive Chinese language skills of the experimental students is significantly better than that of the control students, and with the advancement of teaching, the level of variability of the two classes increases from 5% to 1%, and the improvement of comprehensive Chinese language skills of the experimental students also increases from 6.76% to 12.18%, which verifies the facilitating effect of the multimodal teaching mode on the improvement of comprehensive Chinese language skills. Among them, the explanatory degree of the multimodal teaching mode on the improvement of Chinese comprehensive skills is 33.8%.

This article aims to examine Islamic education strategies in developing internationally recognized English language competencies for Islamic students. The globalization of Islamic educational institutions is transforming from local educational institutions into actors capable of competing on the global stage. One of the main challenges in this process is mastering English as an international language without neglecting Islamic values. This research uses a qualitative approach with literature study methods and conceptual analysis of educational policies, curricula, and English language learning practices in Islamic educational institutions. The results of the study indicate that the integration of Islamic values ​​in English learning, the implementation of a global competency based curriculum, improving teacher quality through professional training, and the use of digital technology are key strategies in improving students' English language skills. In addition, a supportive learning environment, international collaboration, and a communicative approach based on an Islamic context have been proven to strengthen students' motivation and confidence in using English actively. This article concludes that Islamic education has great potential to produce of Muslims generation who not only excel in internationally recognized English language proficiency but also have Islamic character and global competitiveness. These findings are expected to serve as a reference for policy makers and practitioners of Islamic education in designing adaptive and sustainable English language learning.

Learners’ dictionaries play a key role in connecting linguistic knowledge with language use and have long been a focal topic in second language (L2) teaching and vocabulary acquisition research. To examine recent developments in this field, this study employs CiteSpace to conduct a visualized analysis of literature published between 2010 and 2025 indexed in China National Knowledge Infrastructure (CNKI) and the Web of Science (WOS). The findings indicate three major trends: (1) a theoretical shift from traditional lexicography toward functional and multimodal paradigms; (2) a methodological transition from introspection to empirical approaches based on eye‐tracking and corpus data; and (3) an increasing research focus on multimodal semantic representation, context‐aware design, and user experience optimization. Online, converged‐media, and embedded learners’ dictionaries have consequently captured recent research interests. The study also identifies what some CNKI research overlooked, including an imbalance between theory and practice and insufficient empirical evidence. By visualizing the knowledge structure of research on learners’ dictionaries, this study provides a systematic overview of the field and offers implications for the compilation of Chinese learners’ dictionaries and their application in international Chinese language education.

ABSTRACT This article is based on the author’s experience, teaching translation whereby translation creates emotive and affective spaces, allowing the authors, translator and readers to overcome distances (physical/linguistic) and transcend national borders (geographical/political) so that they engage in imaginary mobility for reflective international solidarity. The translator and authors collaboratively construct alternative emotive and affective spaces, thereby enabling the readers to “travel towards the source.” These alternative spaces of collaboration between the authors and translator allow readers to appreciate the authors’ perspectives, and in turn, respond cognitively and emotionally, thereby establishing intercultural communication for international solidarity. Furthermore, the readers learn to articulate their ideas and emotions in their second language, i.e. English, thus transcending their native linguistic and cultural contexts, allowing both authors and readers to overcome boundaries i.e. “nation-states,” to converge in the “translated space.” This “translated space” gives the authors respite because the translator listened and make the readers aware of war experiences so that they strive toward peace. However, such a “translated space” is constructed not through the authors’ native language i.e. Arabic but English, the colonial language of Palestine, which presents the problem of asymmetrical power relations instigated by translation. This highlights the fact that translation processes do not occur in neutral spaces but are embedded in power relations. This article examines critically, the asymmetrical power relations in this “translated space” of coloniality - that both authors and readers must resort to a third language, a dominant international language, to dialogue with each other.

No people can lay claim to possessing a philosophic tradition without a clearly formulated method, and no method is possible unless anchored on a background logic. This is the bold and revolutionary purpose pursued in Jonathan Chimakonam's book Ezumezu: A System of Logic for African Philosophy and Studies, which sought to provide the basis for settling the nagging question of the criteria for the Africanness of a philosophy. This paper, in the spirit of logic, undertakes to examine the implications of these positions for thinking globally and acting locally in the context of Africa-centered/concerned/focused philosophy and studies. Consequently, this paper defends a set of mutually inclusive theses. First, that the systematization of Ezumezu gives it the global fervor typical of philosophy as a specific human activity; second, that by the plethora of new concepts and refreshing neologisms inherent in the conception, a solid foundation is laid for a context-dependent and culture-inspired, ethnological African scholarship; and third, that Ezumezu logic ultimately provides ajustification for the communalist ontology, an ontology that is indeed African. Employing expository, analytic, and hermeneutic methodologies, the paper submits that now that the Ezumezu book is being translated into some international languages, and the Ezumezu Logic is being taught in some universities within the intellectual North, there is no doubt that this is the logico-ontological heritage that Africa is exporting to the world, which she birthed her civilization. The paper carries out an analysis of the double trilogies of MDU (MethodDifference-Unity) and LOL (logic-Ontology-Language) to explain the multidimensional and multifaceted issues integrated within the Ezumezu system. The paper concludes with a discussion of how the Ezumezu System grounds the communalist ontology.

This study was aimed at examining the benefits, challenges, and opportunities associated with higher education internationalisation (HEI) in a Ghanaian public university. To achieve these objectives, the study drew data from international students through 17 in-depth interviews, corroborated by evidence from the case university’s archival reports. The triangulation of the interviews with archival data enhanced the credibility and robustness of the results. We found that study abroad programs provided respondents the advantage of learning a second international language and enhanced their career advancement in the global job market. However, the language barrier was a major challenge for some international students, hindering their integration into the local learning community. While some research participants highly valued the unique perspective of social integration and intercultural exposure, others struggled to adjust to the new culture. The study highlights high-cost-of-living as a major challenge for international students, impacting their academic performance and overall experience. The university’s flexible tuition fee payment plan was recognised as a positive initiative to alleviate the financial burdens of international students. Our findings contribute to the literature of HEI in emerging economies and provide valuable insights for universities seeking to enhance the experiences of international students. In conclusion, universities hosting international students should provide language support, financial assistance, and social integration programs to increase students’ learning experience.

The use of Artificial Intelligence is expanding at an exceptionally rapid pace within the modern education system. It is introducing revolutionary changes to traditional pedagogical methods. This research provides a comprehensive analysis of various AI applications and their profound impacts. In the field of education, AI can be utilized for predictive analytics, lesson customization, and enhancing communication between teachers and students. Furthermore, it streamlines routine administrative tasks and helps in identifying and bridging knowledge gaps. Administrative functions such as student registration, grading, and attendance tracking can now be recorded and managed through AI-driven systems. Through this research, I contend that by automating administrative school functions and developing Virtual Tutoring Systems, we can provide immediate responses to student queries, thereby making the system more proactive and effective. AI also plays a crucial role in inclusivity; for students with special needs or those residing in remote rural areas, AI can translate educational materials from various international languages into their native tongues. This removes linguistic barriers and provides them access to high-quality teaching resources. This study details the application of AI across several domains, including:  Personalized Learning Capabilities and Intelligent Tutoring Systems.  Data Analysis and real-time feedback mechanisms.  The use of Virtual Reality and Augmented Reality in classrooms.  Language Translation and integrated curriculum development.  Pre-service Teacher Training, micro-teaching, and automated lesson planning. The research further discusses potential strategies to make education more adaptive, efficient, and inclusive through AI. In conclusion, the current status and future possibilities of AI within the educational framework are summarized. AI is not only refining teaching methodologies but also providing enhanced support and guidance to students throughout their learning journey. It is evident that the impact of AI on the education system will grow broader and deeper in the future. In the content creation process, AI curates and aggregates data, which is then utilized by technical institutions or social media companies to generate specialized content. While the creation process requires a specific "Problem" (Prompt) to define the desired output, AI is currently providing solutions to complex problems that even renowned professors find difficult to solve. Beyond education, AI has already brought revolutionary changes to the medical and industrial sectors.

The importance that English is getting as an international language directs the attention to its different aspects and teaching is one of the most essential ones. Currently, English for specific purposes is gaining attention due to the productivity it may offer for the efficient use of English in specific fields. The present research paper examines the course content of master program at the faculty of sciences at university Mohamed the First in Oujda, Morocco. The study aims at investigating the extent to which the course content responds to students’ needs of English in relation to their field of study. Content analysis method is adopted to study the selected course content. The findings of the research show that there is a disparity in meeting the needs of the different disciplines taught at the faculty.

Uganda, as part of the global village, adopted the teaching of international languages like English, French, German, Arabic, and Chinese to facilitate international relationships and communication (NCDC, 2019). Despite the potential benefits of teaching international languages (Atuhuura & Nambi, 2023), teachers in Uganda are reported to be struggling with the selection and utilisation of appropriate approaches to the facilitation of learning foreign languages to nurture appropriate competencies expected from a 21st-century citizen. This paper comes out of a project whose aims were to train secondary school teachers in innovative teaching of French and English as international languages. The objectives of this paper were to find out how secondary school teachers are teaching international languages and to describe the challenges teachers face when teaching international languages. This study used qualitative approaches to find out how international languages are taught and the challenges that teachers of international languages face. Data was collected using questionnaires and interviews. Our major findings were that the most common approaches used to teach international languages were: Communicative Approach, Task-Based Approach, and the use of ICT. Their major challenges were resource constraints, poor attitudes of stakeholders, and a lack of sufficient ICT. The study concluded that teachers do not fully understand the approaches they are using, which also contributes to the major challenges that they are facing in teaching international languages. Therefore, we recommend more continuous development workshops for teachers who have already been trained in how to teach international languages under the Competency-Based Curriculum

Modeling the social-ecological factors influencing the sustainable development of the international Chinese language training industry: evidence from 20 countries

Assistive mobility technologies have undergone significant advancements with the integration of embedded systems, speech recognition, and intelligent control mechanisms. However, commercially available voice-assisted smart wheelchairs predominantly support English and a limited set of widely spoken international languages, thereby restricting accessibility for native language speakers and remaining financially inaccessible to many users in developing countries. In Sri Lanka, where Sinhala is the primary language of communication for the majority of the population, this linguistic limitation presents a significant barrier to independent assistive mobility. This study presents the design and development of a Sinhala Language-Enabled Voice-Assisted Smart Wheelchair (VASW), tailored specifically to the linguistic, economic, and technological context of Sri Lanka. The proposed system integrates an Arduino Uno-based embedded control architecture, dual 12 V DC motors for propulsion, ultrasonic sensors for obstacle detection, a microphone module for voice acquisition, and a micro-SD storage module for command processing. Direction-specific Sinhala commands corresponding to forward, backward, left, right, and stop are trained and processed locally without reliance on external smartphone applications or cloud-based platforms. The voice recognition module provides an approximate response latency of 10 ms, enabling near real-time operation. The architecture prioritizes affordability, modularity, and reduced system complexity while ensuring functional reliability. Experimental validation conducted in controlled indoor environments demonstrates accurate command recognition and safe maneuverability within predefined operational constraints. The proposed system offers a linguistically localized, economically feasible assistive mobility solution tailored to the Sri Lankan context. Furthermore, a scalable framework for future integration of adaptive Artificial Intelligence (AI)-based speech processing is proposed to accommodate regional Sinhala dialect variations. The novelty of the system lies in its linguistic localization, economic accessibility, and modular design architecture. The proposed VASW contributes toward equitable assistive technology deployment in resource-constrained environments and establishes a foundation for language-inclusive mobility solutions.

ABSTRACT Australian Aboriginal communities have endured significant cultural and linguistic disruption due to colonial language suppression, which has led to the erosion of ancestral languages across generations. While linguistic revitalization efforts have emerged in recent years, Australian Aboriginal languages are frequently excluded from both national and international Languages Other Than English (LOTE) agendas. This article draws on an early childhood playgroup-based study conducted within Aboriginal playgroup in Western Australia (WA), where young Aboriginal children engaged in learning their own traditional language, Noongar, as an additional language. The research findings show that the children are actively involved in both ‘yarning’ (Indigenous practice of storytelling) and ‘translanguaging’ (multimodal meaning making) during the playgroup, as both approaches centre the lived experiences, voices and knowledge systems of these Aboriginal young learners. The comparative analysis of these two approaches leads us to introduce a new decolonial framework – ‘translingual yarning pedagogy’, which advocates for a relational, ethical and community embedded classroom approach to LOTE education – one that strengthens Aboriginal linguistic identities. The article calls for greater recognition of Aboriginal languages within LOTE research and policy, offering a pathway toward more inclusive and culturally sustaining educational futures.

This paper attempted to assess the attitudes of students in the use of national and international languages in DRC and to identify the factors that constitute linguistic barriers among Congolese students from three universities (UNIKIN, UPC, and Bel Campus). The study used a quantitative method for data collection through a questionnaire given to each randomly selected representative sample of students, targeting only three faculties (arts, economics, and medical school). According to the survey results, the majority of students, primarily girls, were opposed to the use of local languages in favor of foreign languages such as French and English and also parents' social status has a significant influence on the use of the preferred language (s) of student targeted.

Recent advancements in multimedia technology have revolutionized digital device interactions, with sign language recognition emerging as a crucial tool for improving accessibility. This article introduces an innovative approach to integrating language-based sign language recognition into multimedia applications, enabling automatic recognition of gestures across various nationalities in dynamic sign language environments (video). Our research explores the potential of this technology to enhance accessibility and usability, particularly for individuals with hearing impairments, by facilitating intuitive and real-time control over video conferencing applications. We identify existing challenges in multimedia applications and propose a novel framework incorporating sign language recognition algorithms. Our approach involves developing a prototype multimedia application designed for fast communication in crowded environments and backgrounds. Feature extraction is performed using the Mediapipe Holistic framework, which captures hand-shoulder distances, finger angles, and finger usage. Gesture classification is achieved using the K-Nearest Neighbors (KNN) algorithm, effectively recognizing international sign language gestures. Additionally, for language and word prediction, we employ Convolutional Recurrent Neural Networks (CRNNs) enhanced by Long Short-Term Memory (LSTM) to process diverse linguistic contexts. Experimental results confirm the robustness of our approach, achieving 89% accuracy in multiclass gesture classification and exceeding 93% accuracy in word prediction across a large, diverse dataset collected from multiple sources and languages. To enhance practical applicability, we integrated our techniques into a custom video conferencing application built with Django. This application seamlessly incorporates our feature extraction and prediction models, offering an innovative, two-way communication platform with improved accessibility features.

In the context of globalization, international Chinese language education is no longer merely language teaching, but a comprehensive education that takes into account language proficiency development and cultural dissemination. Regional culture is an important part of Chinese culture, containing unique historical accumulation, folk customs and values, and is an important resource for enriching the content of international Chinese language teaching and improving the quality of teaching. Based on the close connection between regional culture and international Chinese language education, this article comprehensively analyzes the core value of the application of regional culture in international Chinese language education, explores specific ways to integrate regional culture into international Chinese language education, with the aim of providing theoretical references and practical lessons for improving the quality of international Chinese language education and promoting the multi-dimensional overseas dissemination of Chinese culture.