Official Language Research Articles

Bridging linguistic gaps: the role of code-switching in enhancing learning outcomes in Nigerian public primary schools

ABSTRACT The purpose of this study is to investigate the pedagogical implications of code switching as a medium of instruction in Nigerian public primary schools. This study explores the language choices made by teachers and their implications for students’ learning experiences. Quantitative and qualitative case study approaches were used for the study. Three states, Osun, Oyo and Ogun, were randomly selected from the six states in South-Western Nigeria. From each of these states, three public primary schools were selected, based on their location, size, and diversity. The study targeted classrooms that use code-switching as a medium of instruction, and a total of five classrooms were selected from the five schools. Data were collected using a questionnaire and an interview guide, and analyzed using descriptive statistics and content analysis. The findings revealed that teachers in the sampled schools utilized a variety of languages for instruction by combining English with the local languages. Factors influencing the choice of code switching included official language policies, school directives, students’ comprehension levels, and the ethnic backgrounds of the students. The study also highlighted the prevalence and benefits of code switching as a pedagogical tool. Teachers employed code switching to enhance instructional effectiveness, maintain student interest, improve understanding, promote student participation, and create an inclusive learning environment. The study provides valuable insights for educators, policymakers, and researchers, suggesting the need for tailored instructional approaches that consider students’ linguistic abilities, cultural backgrounds, and educational outcomes.

Linguistic Identity of Students in the Juliaca Public Pedagogical Higher Education School

Objective: The objective is to describe the linguistic identity of the students of the Juliaca Public Pedagogical Higher Education School from the various Quechua and Aymara-speaking ecozones of the Puno region. Theoretical Framework: This research deals with linguistic identity of the students, in the context the use of the Spanish language in communication is a priority, as it is considered an official language. In the research we confirmed that the students have a favorable linguistic identity towards the Quechua and Aymara languages, because these languages have utility value and a symbol of cultural identity in the Puno region. In addition, in intercultural educational policies the use of the Quechua and Aymara languages is recognized. Therefore, it is essential to use it in the family, communal and institutional context. Method: The most predominant qualitative-ethnographic methodology was used, complemented by the quantitative methodology, as well as with the help of interview, participant observation and performance techniques, which allowed us to glimpse linguistic identities. The research sample considered was 128 students, with a statistical affixation in a proportional manner, according to the student population of each specialty of the school. Results: The study glimpses the identity with the Quechua, Aymara and Spanish languages. The results show the factors that influence the student to prefer to speak in Spanish and not in Quechua or Aymara and finally the perceptions about the linguistic identity of the students, in the context of coexistence in the higher education institution and in the family. Contribution: In this research we glimpse the existence of the diversity of languages linked to the different linguistic families; Spanish as the official language is spoken in various institutional spaces and Quechua and Aymara in communal and family contexts.

The impact of green trade barriers on China’s photovoltaic products exports to ASEAN

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

A hybrid approach for Bengali sentence validation

Bengali is the official language of Bangladesh and is widely used in Bangladesh and West Bengal in India. Due to the growing accessibility of the internet and smart devices, the use of digital text material and documents in Bengali is growing with time. An automated Bengali Sentence Validation System is proposed in this study to effectively determine the correctness of sentences in such extensively available Bengali content. As far as we know, no substantial work has been done in the field of Bengali Sentence Validation utilizing deep learning approaches. Due to the lack of linguistic resources, sophisticated Natural Language Processing tools, and benchmark datasets, developing an automated Sentence Validation System for a limited-resource language like Bengali is challenging. Additionally, Bengali Sentences come in two morphological varieties (Sadhu-bhasha and Cholito-bhasha), making the validation process more challenging. The proposed automated Bengali Sentence Validation system contains the CNN-BiLSTM hybrid classifier model. As of now, there is no standard dataset for Bengali sentence validation. Due to the lack of a standard dataset, we collected Bengali sentences from different sources in Bangladesh and developed a Bengali Sentence Validation (BSV) Dataset with around 5000 labelled sentences arranged into two categories such as correct and incorrect. Experimental results demonstrate that the proposed system outperformed other classifier models and existing approaches for Bengali Sentence Validation and is able to categorize a wide range of Bengali sentences based on their correctness. The system’s F1 score for the Bengali Sentence Validation is 98%.

Ta'lîm Kitāb Nubdzah Al-Bayān Li Tarqiyah Mahārah Al Qiraāh Al ‘Arabiyah

<p style="text-align: justify;" dir="ltr"><span> </span><span>Arabic is an important part of the learning curriculum so that Arabic is made the official language at educational foundations, as well as at the Al-Amien Tegal Prenduan Islamic Boarding School. At this Islamic boarding school, the principles of learning Arabic are applied through the book Nubdzatul Bayan which consists of five volumes and a supplement. The aim of this research is to learn the rules of the Arabic language using the Nubdzatul Bayan book in order to improve the reading skills of Arabic texts for beginner students. The research method used is qualitative, with data collection techniques in the form of interviews, observation and documentation, with the research object being the students. The research results show that the strategy for learning Arabic rules using the Nubdzatul Bayan book is carried out through deductive methods and question and answer methods, where the teacher plays an important role in the learning process. First, the teacher writes the rules of Nahwu and Sharaf on the board along with examples of numbers in Arabic, Face-to-face learning is limited to only 3 hours per day, while learning evaluation includes daily, weekly, monthly and annual evaluations carried out using written tests and oral tests. Thus, this research provides insight into the effectiveness of using the Nubdzatul Bayan book in teaching Arabic language rules and improving Arabic text reading skills for beginner students at the Al-Amien Tegal Prenduan Islamic Boarding School.</span></p>

The Plight of Employment Policies that Exclude Customary Practices in the Workplace

South Africa is called a “rainbow nation”, and with its 11 official languages, the country is a melting pot of diverse cultures, traditions, and beliefs. This diversity is not without challenges. This brings interesting and complex questions from an employment perspective; therefore, striking a balance between the employer’s rights versus the employee’s traditional practices has become a significant challenge. The article analyses these challenges that arise as a result of the failure of section 8(3) of the Constitution to give a direct mandate to develop customary law to put into effect or limit a right that is found in the Bill of Rights and in this instance the right to fair labour practices in terms of section 23. The article will also analyse the cases dealing with employees who wanted to enforce their rights conferred to them by the Constitution to practice their culture but were excluded and discriminated against on some of the grounds listed in section 9(3) of the Constitution. The article will conclude by recommending that labour laws and the Constitution should be reviewed to cater for native persons, in particular, the recognition of customary laws and practices at the workplace.

Linguistic landscape in George Town, Malaysia: Language visibility in a postcolonial and globalized context

The visibility of languages in the linguistic landscape reflects various aspects of linguistic diversity and dynamics in a given territory, signifying social interactions, identities, and power relationships among ethnic groups. However, postcolonial acontexts with widespread use of ethnic minority languages and the coexistence of state-sponsored national languages with precolonial official languages in the era of globalization have received limited research. This paper investigates the visibility of language in three neighbourhoods in George Town, Malaysia, a former administrative city under British governance, focusing on language visibility within three distinct neighborhoods: Chinatown, Little India, and the Beach Street. The study reveals a complex interplay of languages, highlighting the predominance of English as an information carrier and a symbol of modernity, alongside the increasing prominence of Chinese and the lesser visibility of Tamil and underrepresentation of other minority languages. The research underscores the ethnic boundaries between the vibrant enclaves of Little India and Chinatown, while Beach Street serves as a multicultural space reflecting a blend of local and global influences.

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ И СИСТЕМА УПРАЖНЕНИЙ ПО ФОРМИРОВАНИЮ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ РУССКОЯЗЫЧНЫХ ОБУЧАЮЩИХСЯ НА УРОКАХ КАЗАХСКОГО ЯЗЫКА

The article is devoted to the urgent problem of the formation of socio-cultural competence of students in the lessons of Russian as a non-native language, the key aspect of the study of which was the theoretical justification and practical development of a methodology for the formation of socio-cultural competence of students. The problem of the formation of socio-cultural competence became especially relevant at the beginning of the XXI century, which was due to significant social transformations in the modern world. Currently, it is socio-cultural competence that can become a moral and spiritual guideline for the development and strengthening of the integrity and diversity of the entire human community. Today, the main goal of studying the Kazakh language as a state language in a secondary school is to provide pedagogical conditions for a deeper and meaningful understanding of the world, its real, concrete historical essence, and the relationship between different peoples and cultures. That is why close attention is currently being paid to teaching Russian-speaking schoolchildren the Kazakh language as the state language of the Republic of Kazakhstan, providing intercultural communication, "dialogue of languages and cultures" The author analyzed the theoretical literature, models of scientists on the formation of socio-cultural competence are given. The article asserts the assumption that the use of new technologies, techniques, techniques, tools (collaborative learning, comparative analysis, role-playing games, the use of linguistic and cultural units, etc. They contribute to the successful formation of socio-cultural competence of students in the process of teaching the language as an official language of the Republic of Kazakhstan.

Assessing the Intersectionality of Language Anxiety and Outcomes for African Learners Writing Examinations in English

This study investigated the intersectionality of language anxiety, writing examinations in English, and outcomes for non-English mother-tongue learners in South Africa. The study focused on the impact of these three factors on learner performance and delved into this intersectionality by reviewing the literature on anxiety stemming from writing examinations and the impact of the language medium used in assessing learners. Qualitative document analysis was used to collect and analyse the data for this study. It involved gathering literature from psychology, education, and language studies to reveal a correlation between anxiety, writing examinations, and the Language of Learning and Teaching (LOLT). The study concluded that using English as a medium for examinations can have a negative impact on learners who may not be linguistically competent to express themselves effectively in English, even if they were taught using translanguaging pedagogies. It argued that the true potential and outcomes of learners will only be fully realised through the exam process if they are allowed to write examinations in their mother tongues; and recommended that the Department of Basic Education (DBE) should allow for examinations to be conducted in all official languages for all grades and encourage learners to write examinations in their mother tongues. The only examinations they should be required to write in English are those for English Additional Language, like Afrikaans mother tongue speakers who can write all their examinations in Afrikaans except for English as a subject. Keywords: Anxiety, English Hegemony, Examinations, Language of Learning and Teaching, Linguistic Injustice

The speak good English movement: a reflection and commentary

ABSTRACT Singapore has long been known for its plethora of campaigns, including annual campaigns to promote the use of each of the nation’s four official languages, viz. English, Mandarin Chinese, Malay and Tamil. The Speak Good English Movement (SGEM) was launched in 2000 amid official concern about Singaporeans’ pervasive use of Singlish and implications for the country’s global competitiveness. While early campaigns were perceived to be anti-Singlish and highly prescriptive, recent campaigns have been more nuanced, focusing on the usefulness of internationally intelligible English in connecting with others. This paper examines some challenges facing the SGEM today, such as scepticism about whether the campaign is still relevant today, especially when the use of English as a home language among households has more than doubled since the launch of the campaign, and when Singapore has been topping international rankings of English proficiency.

Translation, cultural adaptation and validation of the Tamil version of the Cardiff Acne Disability Index (CADI) in Sri Lanka

BackgroundAssessment of QoL has become an essential component in the holistic care of patients with acne. The Cardiff Acne Disability Index (CADI) is used globally to assess quality of life (QoL) in patients with acne. This study was done to validate CADI in Tamil, as 90 million of the global population are native speakers and Tamil is an official language of several countries.MethodsCADI was translated and validated into Tamil according to published guidelines. The Tamil versions of both CADI and Dermatology Life Quality Index (DLQI), was administered to 150 Sri Lankan young adults with acne. The clinical severity was assessed using the Global Acne Grading System (GAGS). Discriminant validity was tested by comparing the results of CADI with those of GAGS and DLQI, using reliability, validity, Cronbach’s alpha, and Spearman’s correlation coefficient measurements. Construct validity was assessed by factor analysis.Results70% were female, and the mean age was 25.1 (SD, 5.2). The majority (91.3%) had acne of mild to moderate severity when measured by GAGS. CADI-Tamil showed high internal consistency and reliability (Cronbach’s alpha coefficient = 0.83). The CADI total score showed a strong correlation (0.86) with that of DLQI. The correlation between CADI and GAGS was low, whereas CADI had a high and significant correlations with the DLQI. The construct validity explained 61% of the variability.ConclusionsThe CADI-Tamil is a reliable and valid tool for assessing the QoL of Tamil speaking patients with acne. This tool will help clinicians understand the patient’s perspective on acne.

Examining the Effectiveness of Teaching Vietnamese Language among Ethnic Minority Primary Students in Son La Province

The Vietnamese language is the common language of different ethnic groups and also it is the official language used in the education sector. The development of the language skills of ethnic minority children is a fundamental issue in the development of education in ethnic regions. The main research question is; how effective are the current strategies in teaching the Vietnamese language to the ethnic minority primary students in Son La province? The methods used are collecting secondary documents, analyzing, and evaluating the situation. Data from the 2020-2021 and 2021-2022 school years show that ethnic minority students in primary schools in Son La province still face certain limitations in language proficiency when learning Vietnamese. The level of Vietnamese usage among ethnic minority students outside the classroom is 45%, and at home is only 5%. Based on the current situation, this article aims to propose some solutions to help ethnic minority primary school students in Son La province overcome language barriers, especially in light of the new requirements of the 2025 General Education Program, and to provide educators and teachers with guidance on building and selecting content as well as teaching methods that are more suitable for learners. Keywords: Ethnic Minorities, Primary Students, Language Barrier, General Education Program, Vietnamese Language, Son La Province.

Comparative Analysis of Inclusive Writing in University Discourse: Case Studies from France and Italy

This article examines inclusive writing in the university discourse of France and Italy from a comparative perspective. The research aims to analyze the use of gender-specific and gender-neutral forms in higher education institutions in Paris (Sorbonne University and Paris Catholic Institute) and at the University of the Aosta Valley in Italy (a private university located in a region where French is the second official language). The study is based on a corpus of archival texts and documents, selected through continuous sampling from electronic versions on archive.org between 2020 and 2023. The authors draw conclusions about the specificity and frequency of inclusive writing in these institutions. The findings indicate that, in France, despite the country’s language policy efforts to ban inclusive spelling at the official level, public universities actively use it, in contrast to private institutions, where gender-specific forms are primarily found in job vacancy sections. The authors conclude that the choice of using gender-specific or gender-neutral forms is often left to the discretion of the individual or institution. The study also explores the most common methods of expressing gender specification, including the duplication of feminine and masculine forms, the use of feminine endings/suffixes in brackets or separated by a hyphen, and the marking of positions/professions with “(M/F)” after the masculine form. The potential implications of these practices are analyzed. In Italy, the study reveals a strong connection between French and Italian university cultures but finds no evidence of inclusive writing within the Italian university discourse. Despite the active development of gender equality programs at the state level, there remains an uneven tendency toward gender specification in Italy. The authors conclude that the methods of expressing gender specification play a significant role in shaping the university discourse in both France and Italy. They also note the complete absence of gender-neutral language or any moves beyond the gender binary in the universities studied.

An Analysis of Lukabaras Borrowed Verbs from English

English as an official language, has come in contact with indigenous languages in Kenya. English has therefore become one of the major donors of loanwords to these indigenous languages, Lukabaras being one of the beneficiaries. This study investigated the morpho-phonological constraints that English loan verbs encounter when adapting into Lukabaras. The research utilized Lukabaras native speakers as respondents to elicit data. A purposive sampling technique was employed to select a sample of 15 English loan verbs, which were then analyzed descriptively based on the tenets of Optimality Theory which states that constraints are universal and are fixed in their ranking and apply to all languages. The loan verbs were transcribed, and the study first analyzed the morphological constraints, followed by the phonological constraints. The findings reveal that English and Lukabaras have different morphological and phonological structures, leading to modifications of English loan verbs to fit the morphological and phonological patterns of Lukabaras. Additionally, the study identifies specific morpho-phonological constraints affecting the adaptation of English loan verbs into Lukabaras, including NOCODA, COMPLEX C, MAX IO, ONSET, DEP IO, IDENT IO, DEP-PREF, DEP-SUFFIX, and ALIGN left edge. Furthermore, faithful constraints are ranked higher than markedness constraints in Lukabaras. The study’s findings contribute to the understanding of morpho-phonological adaptation processes in language contact scenarios. Overall, the study’s findings align with the theoretical framework provided by OT, illustrating how languages manage the integration of foreign elements through a balance of faithfulness and markedness constraints. These findings not only enhance the understanding of loanword adaptation in Lukabaras but also contribute to the broader field of language contact and borrowing, providing a detailed case study of how specific constraints operate in a real-world linguistic context.

Challenges in Intellectualizing Sesotho for Use in Academic Publications

This paper explores challenges in intellectualizing Sesotho for academic works beyond literary-based theses. It also overviews resources for the intellectualization of official Indigenous languages of South Africa, focusing on national translation projects for terminology development. Furthermore, it highlights efforts by the South African Centre for Digital Language Resources in creating and collecting corpora for all official languages, including Sesotho. Challenges in Sesotho lexicography, especially with corpus-based approaches, are discussed. Additionally, the paper reflects on the authors' experiences with publishing academic articles in Sesotho in South African journals. It discusses obstacles faced, and strategies employed, including dialogues with reviewers on creating new terms and choosing between Lesothan Sesotho and South African Sesotho orthographies. Finally, the essay addresses challenges posed by limited publication avenues for indigenous languages in southern Africa and academic pressures for citations and research impact. It aims to shed light on lesser-known Indigenous languages in Southern Africa by spotlighting challenges and solutions to academic publications in Sesotho. Overall, the paper concludes that efforts at intellectualizing Sesotho and other South African indigenous languages are evident. Even so, there is far less emphasis on using Sesotho and other indigenous languages for academic discourses.

Dexmedetomidine for agitation in dementia: Current data and future direction.

The incidence and prevalence of dementia, and thus dementia-related behavioral and psychological symptoms, are increasing significantly. Currently, there are limited safe and efficacious options for treating these symptoms. Dexmedetomidine has been used for agitation related to delirium and showed significant benefit in prior studies. This raises the question whether dexmedetomidine could also provide a safe and effective treatment for BPSD, including agitation related to dementia. Our team searched PubMed, Cochrane Database, and Ovid with the terms dexmedetomidine and dementia. Only studies published in English language journals, or with official English language translations, and human studies were included. All reports of dexmedetomidine for dementia were included regardless of study type. No completed studies on dexmedetomidine for agitation in dementia were identified. The TRANQUILITY study is in progress, although results are yet to be published. Dexmedetomidine has shown benefit for hospital delirium and for agitation in schizophrenia and bipolar disorder. However, there are no completed studies published on dexmedetomidine for agitation in dementia. Controlled studies with larger sample sizes are needed to assess the efficacy, safety, and the best route of administration for this drug in managing BPSD including agitation.

The Opinio Juris and Opinio Moris in the Anglo-American Interventions During the Greek Civil War: An Archival Study of Legal Narratives

Abstract This article investigates the British and American interventions in Greece during the Greek Civil War, examining their legal and moral justifications. Using archival documents, the study uncovers two primary layers of discourse: the official diplomatic language of opinio juris (conviction of legality) and opinio moris (conviction of morality), alongside the covert political interests that drove these interventions. The research argues that British and American actions were primarily motivated by a ‘conviction of interest,’ with legal and moral narratives used tactically to justify their interventions. The archival materials reveal a notable lack of empathy and understanding from British and American officials regarding the trauma endured by the Greek populace due to the German occupation and collaborationist violence. Additionally, there was a significant neglect of the will of the Greek people. The study critically examines the Caserta and Civil Affairs Agreements, which provided a legal basis for British intervention, arguing that these agreements, when viewed in light of the Vienna Convention on the Law of Treaties, fail to justify the extent of foreign interference, thus questioning the authenticity of Greek consent. The article also explores the transition from British to American dominance in Greek affairs. As Britain faced economic constraints after the end of WWII, it ceded its role to the U.S., leading to the formulation of the Truman Doctrine and the implementation of the Marshall Plan. The U.S. intervention is analyzed through legal and geopolitical lenses, revealing a strategic focus on preventing communist expansion rather than providing purely legal or moral support for Greece’s recovery. Similar to British actions, American involvement often overlooked the political situation and the will of the Greek people, thereby contributing to prolonged instability.

Language Barriers, Technology Adoption and Productivity: Evidence from Agriculture in India

Abstract We study the effect of language barriers on the ability of farmers to access information about agricultural technologies in rural areas of India. We use the introduction of government-sponsored call centers (Kisan Call Centers) which offer agricultural advice in the official language of each Indian state. For identification, we compare geographically contiguous areas that sit across state borders, and exploit differences in the language spoken by farmers and call center advisors. We document that language barriers limit the adoption of modern agricultural technologies – such as high-yielding variety seeds – and negatively affect crop yields.

Harnessing Digital Transformation with AI to Improve the Teaching and Learning of English as Second Language in Nigeria

The integration of technology and artificial intelligence (AI) has revolutionized various sectors, including education, particularly in English as a Second Language (ESL) learning. In Nigeria, where English is the official language for education and commerce, proficiency in English is crucial for academic and professional success. However, traditional ESL teaching methods often fail to meet the diverse linguistic and cultural needs of Nigerian learners, resulting in varying proficiency levels. This paper explores the potential of digital transformation and AI to enhance ESL teaching and learning in Nigeria. AI-driven tools offer personalized learning experiences, adaptive assessments, and interactive content, while digital transformation facilitates access to quality educational resources and inclusive learning environments. The study highlights key opportunities, such as personalized learning, increased engagement, and improved assessment, while also addressing challenges like technological barriers, teacher training, and cultural diversity. Recommendations include investing in digital infrastructure, developing teacher training programs, and ensuring ethical data practices. Future research should evaluate AI's long-term impact on ESL education in Nigeria and refine technologies to better meet diverse student needs. This study contributes to the discourse on innovative language teaching approaches in the digital age, offering insights that extend beyond Nigeria's borders.

Challenges of Teaching English Language as a Second Language in Sierra Leon

Purpose: English language is not the Language of anyone and no one owns proprietary right over English language not even Britain neither America. The Language has today gained global relevance and it is by far the most widely used Language in the world. The teaching and learning of English are important in Sierra Leone due to its status. English in Sierra Leone is a Second language and it is our official language. It is the Language of the Government, Parliament and the Court. It is the Language that is used in our schools, colleges and universities. It is the Language of instruction in academic institutions. It is a compulsory discipline for secondary education in Sierra Leone. It is compulsory in the first- and second-year levels of tertiary education according to the Tertiary Education Commission policy in the Country. However, the standard of teaching English in Sierra Leone has fallen drastically and the need to examine the challenges of teaching English language as a second language is eminent. Materials and Methods: The Research adopted a mixed method. The use of this methodology plays out in maintaining the validity and reliability of the Research. Findings: The Research shows that the lack of teaching proficiency by the teachers is the most relevant challenge that faces the teaching of English in Sierra Leone. This was seconded by lack of structured department and thereafter the negligence of the Government of Sierra Leone. Implications to Theory, Practice and Policy: The Research recommends that the Government should encourage citizens to study and master the Discipline at tertiary levels through the provision of scholarships and other facilities. Besides, the Government and other stakeholders in education need to invest in the teaching of English language through professional training, provision of learning materials amongst others.