Language Gap Research Articles

Toward Cross-Lingual Social Event Detection with Hybrid Knowledge Distillation

Recently published graph neural networks (GNNs) show promising performance at social event detection tasks. However, most studies are oriented toward monolingual data in languages with abundant training samples. This has left the common lesser-spoken languages relatively unexplored. Thus, in this work, we present a GNN-based framework that integrates cross-lingual word embeddings into the process of graph knowledge distillation for detecting events in low-resource language data streams. To achieve this, a novel cross-lingual knowledge distillation framework, called CLKD, exploits prior knowledge learned from similar threads in English to make up for the paucity of annotated data. Specifically, to extract sufficient useful knowledge, we propose a hybrid distillation method that consists of both feature-wise and relation-wise information. To transfer both kinds of knowledge in an effective way, we add a cross-lingual module in the feature-wise distillation to eliminate the language gap and selectively choose beneficial relations in the relation-wise distillation to avoid distraction caused by teachers’ misjudgments. Our proposed CLKD framework also adopts different configurations to suit both offline and online situations. Experiments on real-world datasets show that the framework is highly effective at detection in languages where training samples are scarce.

Digitalization and country distance in international trade: An empirical analysis of European countries

This study examines the influence of digitalization to reduce the detrimental impact of country differences on exports and imports. It employs the Euro Commission's Digital Economy and Society Index (DESI) starting in 2015 to measure the European countries' digitalization level and its positive impact on declining international trade suffering from country distances. Digitalization's moderating influence on the connection between country distance and trade activity is evaluated using the System GMM technique. Empirical evidence has proven that digitalization can positively moderate the unfavorable reaction of religion and geographic distance on international trade. Besides, digitalization also helps countries overcome language, administration, and economic gaps to promote export activities. These results offer encouragement to implement digitalization in countries to stimulate international trade.

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

A new life with a new language: Russophone immigrants' reflections about language learning.

This research investigates resilience and lived experiences of transnational Russophone families amidst global changes, with a focus on the intricate dynamics of communities spread across borders. The study emphasizes the importance of considering individual migrant experiences in understanding language learning and integration. We explored perceptions of local language proficiency among Russophones; challenges faced by adult Russophones in learning a new language; attitudes and experiences of adults regarding language learning; and strategies Russophone immigrants use to address gaps in the target language. Methodologically, the research employs ethnographic and thematic analyses, drawing on a diverse array of sources including interviews, social media posts, and personal communications. This approach highlights the necessity of considering both prompted responses and spontaneous discussions to capture authentic opinions on language learning from various perspectives. The study underscores the interconnectedness and interdependence within transnational families, illustrating how their lives are shaped by factors that transcend national boundaries. The examination of their diverse experiences reveals their capacity to endure and overcome challenges of integrating into new societies. Russophone migrants' attitudes toward language learning highlight how learning the host country's language enhances integration and social mobility, while maintaining the native language preserves cultural heritage, although second-generation immigrants often feel disconnected from their linguistic roots. Studies by various authors discuss challenges which immigrants face when adapting to a new linguistic environment. This project emphasizes the impact of language learning on identity and reveals cultural flexibility in attaining social justice in multicultural contexts. These insights suggest that language programs and policies should address both the practical needs of immigrants and the preservation of their cultural identities taking into account their naïve views about language learning.

Something between a colleague and a tool: exploring the complex nexus between the role, responsibilities, and expectations of language assistants in multinational police settings in Kosovo (1999–2018)

ABSTRACT The United Nations Mission in Kosovo (UNMIK) and the European Union Rule of Law Mission in Kosovo (EULEX) included armed international police officers (IPOs) vested with transitional executive authorities from 1999 to 2018. IPOs initially assumed full policing responsibilities in cooperation with language assistants (LAs), until recruited Kosovo Police officers (KPOs) underwent training and integrated into multinational police teams. Drawing on twenty-three ethnographic interviews conducted between 2018 and 2021, this article explores stakeholders’ perspectives on the role and expectations of police LAs. The analysis reveals that, besides serving as communication facilitators, cultural mediators, fixers, and repositories of cultural knowledge and information, LAs transcended conventional translator and interpreter roles by proactively assuming police officers’ responsibilities, including statement-taking, assisting with reports, and proofreading. However, LAs encountered trust issues stemming from IPOs’ apprehensions about losing control due to the language gap and deviations from literalism, coupled with KPOs’ concerns about LAs’ potential influence on their performance evaluations and promotions. Moreover, IPOs from authoritarian states and militarized police backgrounds tended to perceive LAs as tools rather than equal team members. Interviews indicate that a professional LA, beyond linguistic proficiency, embodies strong interpersonal skills and professional qualities essential for fostering trust and effective communication.

Bridging the Language Gap in Healthcare: Implementing a Qualified Medical Interpreter Program for Lesser-Spoken Languages

Linguistic inequity drives systemic disparities in healthcare for non-native English speakers. This study evaluates a project to train and provide qualified medical interpreters (QMI) to assist volunteer and safety-net clinics and community-based organizations in supporting healthcare for immigrants and refugees. We provided scholarships to bilingual community members to take a medical interpreter training course and developed a workforce for those who passed the training course. We focused on lesser-spoken foreign languages such as Arabic, Amharic, Pashto, Dari, and Burmese. Those who passed the course participated in a semi-structured interview to learn about their experiences in the training program, as well as barriers and facilitators to becoming a QMI. To date, 23 people have passed the training and are part of the QMI workforce program that has provided 94 h of interpreter services over four months, serving 66 individual patients. The evaluation showed that community members have interest in becoming QMIs and many have the required language proficiency to enroll and pass training. Finding full-time employment for less spoken languages has proven to be challenging.

Bridging the language gap: an empirical study of bindings for open source machine learning libraries across software package ecosystems

Bridging the language gap: an empirical study of bindings for open source machine learning libraries across software package ecosystems

Abstract B077: La lengua materna: Understanding language challenges experienced by Latino patients and caregivers in rectal cancer care

Abstract Background/Purpose: Language concordance is critical for effective communication between patient and provider. Compared to the percentage of primary Spanish speakers in California, there is a lack of Spanish-speaking providers in healthcare, especially in oncology. In-house hospital interpreters help overcome basic language barriers; however, even with the adoption of these services, there remain gaps in comprehension. Such gaps in communication can compromise the informed decision-making process, necessitating novel approaches to multilingual health communication. This study aimed to (a) explore language barriers Hispanic/Latino patients and their caregivers face when navigating rectal cancer care services and (b) propose a culturally-tailored solution that could address these barriers. Methods/Study Population: We designed a community-based participatory study using qualitative methods. Specifically, we formed a Community Advisory Board and partnered with local promotoras – health navigators with strong ties to the Hispanic/Latino community. Together, we developed a semi-structured interview guide to shape our conversations with individuals residing in the Bay Area or the San Joaquin Valley who identify as Hispanic/Latino, and who reported having either a past or current rectal cancer diagnosis. We also invited their caregiver(s) to attend the interview. Interviews lasted 45-60 minutes in English or Spanish. Over a 6-month period, twenty interviews were conducted with patients alone (n= 14), a caregiver alone (n=2), and patient-caregiver pairs (n=4). Data analysis utilized grounded theory and reflexive thematic analysis to identify core themes. Results: Themes that arose include (1) ineffective and non-satisfactory communication through electronic interpreter services, (2) bilingual caregiver burden in reinforcing interpreter translations due to dialect differences, (3) patients not actively seeking out translation services for concern of causing inconvenience to the healthcare team, (4) patients’ preferred language not accurately captured in the electronic medical record. Conclusion: Interpreter services have helped bridge the language gap in healthcare, but inevitable gaps remain as language involves more than just the spoken word; it includes the culturally influenced non-verbal cues and the management of emotional responses to the information provided, components of communication which interpreters may miss. A solution to address the cultural complexities of language among this population in this setting, could be the adoption of promotoras; these health navigators share multiple aspects of their cultural identities with the patient population, making them uniquely positioned to bridge the gap between the medical system and the Hispanic/Latino community. Citation Format: Eleanor Brown, Julian P Howland, Min Y. Kim, Lucas K. Carpenter, Patricia Castañeda, Maria Gonzalez, Miriam T. Hernandez, Zaria N. Cosby, Kristen M. Davis-Lopez, Ysabel Duron, Gladys M. Rodriguez, Sandra S. Zaky, Arden M. Morris, Aaron J. Dawes. La lengua materna: Understanding language challenges experienced by Latino patients and caregivers in rectal cancer care [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B077.

Bridging the Language Gap in Dermatology: A Comprehensive Review of Translation Resources and Solutions.

Bridging the Language Gap in Dermatology: A Comprehensive Review of Translation Resources and Solutions.

Case of tinea corporis caused by a terbinafine-sensitive Trichophyton indotineae strain in a Vietnamese worker in Japan.

A 42-year-old Vietnamese egg factory worker in Ishikawa prefecture, Japan, presented with itchy concentric erythema on the trunk and left calf. The lesions tested positive by direct potassium hydroxide examination, and two fungal strains were isolated. The isolates produced conidia abundantly and were morphologically indistinguishable from Trichophyton mentagrophytes/interdigitale, but were identified as Trichophyton indotineae by internal transcribed spacer sequence of ribosomal DNA. The lesions were refractory to treatment with topical luliconazole (LLCZ) cream for 4 weeks but subsided with oral itraconazole (ITCZ) 100 mg/day for 4 weeks in combination with topical lanoconazole (LCZ) cream. The lesions recurred 6 weeks after discontinuation of oral ITCZ, and an additional isolate was cultured. The minimum inhibitory concentrations of antimycotics for the isolate cultured at the first visit were: terbinafine (TBF) 0.03 μg/mL, ITCZ 0.015 μg/mL, LLCZ 0.0005 μg/mL, and LCZ 0.002 μg/mL. No TBF-resistant mutation in the amino acid sequence of squalene epoxidase, i.e., Leu 393 Ser/Phe or Phe 397 Leu, was detected in the isolate. The reason for recalcitrance in this case, despite the isolate's sensitivity to antimycotics, was unclear. Possible factors include insufficient use of the antimycotics, incomplete removal of abundantly produced conidia from the lesions, the patient's environment, and a language gap between the patient and physician hindering communication.

Bridging Language Barriers in COVID-19 Research: Descriptive Study of AccesoCovid.com's Reach and User Engagement.

The COVID-19 pandemic underscored the challenge of swiftly disseminating research findings to a global audience. Language barriers further exacerbated disparities in access to timely scientific information, particularly for non-English speaking communities. The majority of COVID-19 research was published in English, limiting accessibility for Spanish-speaking populations. This paper aims to assess the reach and effectiveness of AccesoCovid.com, a platform designed to disseminate up-to-date COVID-19 research in both English and Spanish, addressing the language gap in scientific communication. AccesoCovid.com was developed through a partnership between the University of California, San Francisco (UCSF) and Universidad Nacional Autónoma de México (UNAM). The website's performance and user engagement were evaluated using Google Analytics over a span of 2 years. Key metrics included user language preference, geographical distribution, and site traffic. The website summarized and translated 1032 articles on various COVID-19 topics, such as "Pharmaceutical Interventions and Vaccines." From February 2021 to February 2023, the platform attracted 57,000 users. Of the 43,000 unique new visitors, 84.2% (n=36,219) hailed from Spanish-speaking regions. The majority accessed the site organically through search engines, with 88.4% (n=38,000) of users arriving this way, while 5000 (11.6%) users accessed the site directly. Most users (n=30,894, 72.1%) preferred the Spanish version of the site. The website's most accessed category was "Pharmaceutical Interventions and Vaccines," followed by "Clinical Presentation and Management" and "Mental Health." Regarding language distribution, 72.1% (n=30,894) of users primarily used Spanish; 21.4% (n=9215) used English; and 6.7% (n=2891) spoke other languages, including Portuguese, Chinese, and German. Geographically, the website attracted visitors from 179 countries, with the highest visitor counts from Mexico (n=12,342, 28.7%), Spain (n=6405, 14.9%), the United States (n=4416, 10.3%), and Peru (n=3821, 8.9%). AccesoCovid.com successfully bridged a critical language gap in the dissemination of COVID-19 research. Its success underscores the pressing need for multilingual scientific resources. The platform demonstrated significant user engagement and reach, particularly in Spanish-speaking countries. This highlights the potential for similar platforms to ensure equitable access to scientific knowledge across diverse linguistic communities. Future efforts should focus on expanding to other languages and conducting formal evaluations to enhance user satisfaction and impact.

Esp in Action: Application of LEM in Gaziantep Industry Through Online Language Teaching

The study was conducted in Gaziantep, an industrial city in the Southeastern Anatolia region of Turkiye. This study was a joint effort of Gaziantep University and a company that participated in many international activities. Through fieldwork and literature reviews, it was determined that there are no foreign language studies towards business people and business English in Gaziantep. The objectives of this study, was aimed at business people and the business world, were determined based on this preliminary research and existing foreign language teaching studies; the goal was to determine how to close the language gap in the business world. Distance education was used to make the study easy to access; for participants to be able to access the training program at any time and place. After necessary procedures were established, the employees who could participate in the project were determined. The employees' primary needs and foreign language levels were determined with a pre-test and a need analysis. A training model was developed accordingly, and the eight-week training was started. The training content was organized according to the lean educational method, considering the needs of all participants, and the efficiency of the method in question was examined. Training content, incorporating technological tools and interactive materials, was planned to ensure that participants enjoyed learning throughout the course. The success of the training was evaluated based on findings obtained by comparing pre-test and post-test results. In light of these findings, it has been proven that language success can be increased quickly by using the lean educational method effectively. It has been determined that great success can be achieved quickly with the lean educational method, a training model used to achieve rapid success in areas for adult groups and the business world. In addition, this study determined that people with time constraints could easily participate in the program with distance education and save time while doing so.

The Role of Internet to Bridge Language Gaps in Learning English as a Foreign Language in Solo's Multilingual

This study investigates the role of the internet in bridging language gaps and enhancing English as a Foreign Language (EFL) instruction within Solo's multilingual context. The focus is on how internet resources aid students in navigating between Bahasa Jawa, Bahasa Indonesia, and English, reflecting the multilingual dynamics of EFL classrooms. Utilizing a qualitative approach, semi-structured interviews were conducted with students from grade XII public senior high schools in Solo, Central Java. The findings reveal that the internet plays a significant role in facilitating language learning by providing access to diverse resources and interactive platforms. It is reported that internet tools help them create more engaging and culturally relevant lessons, which cater to the multilingual backgrounds of the students. Students highlighted that online resources offer immediate feedback, diverse learning materials, and opportunities for practicing English in real-world contexts, which are crucial for mastering a foreign language. Moreover, the study shows that the internet supports students in developing digital literacy skills, which are essential for effective language learning in the 21st century. The use of internet-based learning tools helps students seamlessly transition between languages, enhancing their overall language proficiency and confidence in using English. This research underscores the importance of integrating internet resources in EFL education to address the unique linguistic needs of students in multilingual settings. Future studies should explore the long-term impacts of internet use on language acquisition and its potential integration with traditional teaching methods to create a more holistic and effective EFL learning environment.

AN ANALYSIS OF CODE-MIXING USED BY ENGLISH TEACHER IN CLASSROOM INTERACTION AT NINETH GRADE MTS ANAK BANGSA

The research entitled "Analysis of the Use of Code Mix by English Teachers in Classroom Interaction" aims to identify the types of code mixing used by English teacher as well as the reasons behind their use in the teaching process. This research uses descriptive qualitative method, with the research subject being an English teacher at Mts Anak Bangsa. Data were gathered through observation, documentation, and interviews, and then analyzed using techniques for data reduction, data display, and drawing and verifying conclusions, as outlined by Sugiyono. The research findings show that there are three types of code mix used by teachers in classroom interactions, namely intra-sentential code mixing (77.16%), intra-lexical code mixing (12.34%), and involving change of pronunciation (10.50%). Among the three types, intra-sentential code-mixing is the most frequently used. English teachers use code-mixing due to situational factors, intrinsic messages and language attitudes which include dominance and security. The study concludes that teachers' use of code-mixing helps bridge language gaps between teachers and students, thereby enhancing students' comprehension of the subject matter.

Teletherapy to address language disparities in deaf and hard-of-hearing children: study protocol for an inclusive multicentre clinical trial

IntroductionChildren who are deaf or hard-of-hearing (DHH) are at risk for speech and language delay. Language outcomes are worse in DHH children from lower socioeconomic backgrounds, due in part to...

¿No Hay Racismo?: application of the levels of racism framework to Latinx perspectives on barriers to health and wellbeing

Background The purpose of this study is to increase understanding of the forms of systemic racism experienced by Latinx communities in North Carolina during the COVID-19 pandemic as identified by Latinx community health workers (CHWs) and community-based organization (CBO) leaders.MethodsWe held three focus groups in July 2022 (N = 16) with CHWs and CBO leaders in Spanish to discuss policy and community interventions that improved access to resources during the COVID-19 pandemic; policy or community interventions needed to improve care of Latinx communities; and lessons learned to improve the health of Latinx communities in the future. We performed directed and summative qualitative content analysis of the data in the original language using the Levels of Racism Framework by Dr. Camara Jones to identify examples of implicitly and explicitly discussed forms of systemic racism.ResultsLatinx CHWs and CBO leaders implicitly discussed numerous examples of all levels of racism when seeking and receiving health services, such as lack of resources for undocumented individuals and negative interactions with non-Latinx individuals, but did not explicitly name racism. Themes related to institutionalized racism included: differential access to resources due to language barriers; uninsured or undocumented status; exclusionary policies not accounting for cultural or socioeconomic differences; lack of action despite need; and difficulties obtaining sustainable funding. Themes related to personally-mediated racism included: lack of cultural awareness or humility; fear-inciting misinformation targeting Latinx populations; and negative interactions with non-Latinx individuals, organizations, or institutions. Themes related to internalized racism included: fear of seeking information or medical care; resignation or hopelessness; and competition among Latinx CBOs. Similarly, CHWs and CBO leaders discussed several interventions with systems-level impact without explicitly mentioning policy or policy change.ConclusionOur research demonstrates community-identified examples of racism and confirms that Latinx populations often do not name racism explicitly. Such language gaps limit the ability of CHWs and CBOs to highlight injustices and limit the ability of communities to advocate for themselves. Although generally COVID-19 focused, themes identified represent long-standing, systemic barriers affecting Latinx communities. It is therefore critical that public and private policymakers consider these language gaps and engage with Latinx communities to develop community-informed anti-racist policies to sustainably reduce forms of racism experienced by this unique population.

Translating Japanese Wordplay into English and Filipino A Linguistic Analysis of Joke Translation in Spy x Family Subtitles

Japanese animated shows called “anime” have seen increased popularity among Philippine audiences in the 2000s and beyond partly because of television broadcasts and online streaming platforms, but one possible hindrance to the understanding of the media is the language gap, since Japanese and the Philippine national lingua franca Filipino, along with the international lingua franca English, are unrelated languages. To bridge this gap, a number of channels and sites provide translations of the shows into th e languages spoken by Filipinos, and one of the forms that they take are subtitles: texts in the target language placed near the bottom of the screen, providing viewers with line-by-line translations of the dialogue. Through the analysis of three examples of Japanese linguistic humor and their corresponding translations into Filipino and English, this paper aimed to understand strategies translators use in presenting wordplay to unrelated languages. Results reveal that a word – by-word translation is not always followed, and translators put the target languages’ culture, structure, lexicon and patterns into consideration. Examples include the use of the figurative-literal dichotomy of the meanings of words in both Filipino and English when the original Japa nese material utilizes the exactly similar pronunciation between two words with entirely different meanings. Keywords : sociolinguistics, multilingualism, globalization, translation

Effective Communication and Culturally Responsive Leadership

Lately, literature and research in the United States have reported that culturally responsive leadership has become predominant because the increasing diversity in public schools has brought us to a critical juncture. A cultural gap exists between students from diverse backgrounds and their white middle-class teachers, leading to a mismatch in the delivered curricula, leaving many students feeling disconnected, disengaged, and uninterested in the educational process. These emotions can have profound and long-lasting effects particularly due to language and verbal participation structures. Thus, a factor of communication that enhances culturally responsive leadership has been found to enable students' achievement in schools in the US because culturally responsive leadership involves integrating leadership philosophies, practices, and policies to create an inclusive educational environment for students and parents from diverse cultural and ethnic backgrounds. This entails understanding that communication is a complex process that encompasses words, intentions, contexts, histories, and attitudes. As school leaders navigate the complex landscape of modern education, their communication skills become not just desirable but truly critical for any leader to enhance culturally responsive among students and teachers. Thus, this paper recommends School leaders must find ways to bridge language gaps to ensure teaching and learning difficulties in communicating effectively across languages between teachers and students. It is paramount for principals to demonstrate excellent communication skills for listening to and interacting within the teaching and learning process to enhance student achievement effective communication and culturally responsive leadership.

Perception and Attitude towards French for specific purposes among Linguistics Students in the University of Calabar

The need for specialized language instruction arises from the growing demand for professionals proficient in French within specific contexts. The objective of this study was to explore the effectiveness of FSP in improving language skills and cultural knowledge among learners in the Department of Linguistics, University of Calabar. To achieve the purpose of this study, three research questions were posed. A literature review was carried out according to the study variables. Descriptive research design was adopted for the study. The target population consists of all students and instructors in the Department of Linguistics at the University of Calabar who are enrolled in or teaching French language courses. The study sample consisted of 33 respondents which involved 26 learners and 7 instructors were purposively sampled from the Department of Linguistics, University of Calabar. Questionnaire was the instrument used for qualitative data collection. Qualitative data analysis was conducted using thematic analysis techniques which involved simple percentages. The results indicate a gap in language needs and challenges for learners in the Department of Linguistics. Secondly, FSP instruction impacts learners’ language proficiency and cultural understanding. Finally, the results indicate that FSP instruction's impact on the perceptions and attitudes of learners and instructors towards FSP is high. The findings from this study have several implications for the design and implementation of FSP instruction to enhance language proficiency, promote cultural understanding, and foster cross-cultural communication skills among learners. Educators and curriculum developers can leverage these findings to design effective FSP-based language programs that cater to the diverse needs of language learners.

Translating the Future: A Comprehensive Study and Survey of AI Algorithms in Language Translation, Identifying Research Gap

The world is becoming increasingly interconnected, fostering global collaboration, information sharing, and cultural exchange. This ever-increasing need for seamless communication across language barriers necessitates efficient and accurate language translation solutions. Fortunately, the emergence of artificial intelligence (AI) algorithms has revolutionized the field of Machine Translation (MT) by offering powerful tools for bridging the language gap. This paper presents a comprehensive two-pronged approach aimed at investigating the current state of AI-powered language translation and identifying critical areas for future research.