This study explores the educational trajectories of elderly deaf people in Spain who were educated between 1960 and 1980. The research was based on biographical-narrative methodology as a qualitative research technique. The data analysis was structural, using code identification and a system of categories and dimensions. Based on the stories and testimonies of 18 deaf people over the age of 65 living in Galicia, the stereotypes, prejudices and academic barriers in their school experience are analysed. The testimonies reveal an exclusionary education system, marked by a lack of accessibility, an absence of sign language interpreters, and the imposition of oralism as the only means of teaching. These conditions negatively affected the participants’ personal development, self-esteem, and employment opportunities. Discriminatory attitudes on the part of teachers and the school community were also identified. However, some highlighted key support and the informal use of sign language as positive elements. The study emphasises that, although there have been improvements in the education of deaf people, further progress is needed in the development of inclusive education policies that recognise sign language and promote accessibility and equity in the education of deaf people.

This study examines the integration of critical reading and argumentative writing skills in Indonesian language courses at Universitas Muhammadiyah Maumere as a strategic effort to strengthen students’ academic literacy. In the digital era, university students are increasingly exposed to fragmented information, superficial reading practices, and non academic language use, which significantly affect their ability to construct logical and well supported academic arguments. This research aims to describe learning practices, identify key challenges, and analyze the implications of integrating critical reading and argumentative writing within higher education contexts. The study employs a qualitative descriptive approach using classroom observations and in-depth interviews with lecturers and students. The findings reveal that students initially experience difficulties in evaluating sources, formulating arguments, and maintaining coherence in academic writing. However, the integration of critical reading activities with structured argumentative writing tasks contributes to improved analytical thinking, clarity of reasoning, and academic language use. The study also highlights the central role of lecturers in scaffolding learning processes and fostering reflective academic practices. The findings imply that integrating critical reading and argumentative writing is essential for developing students’ academic identity and intellectual responsibility, particularly in responding to contemporary challenges in higher education and digital literacy.

Abstract This paper discusses a unique, hitherto overlooked phenomenon in the emergence period of Modern Hebrew: the regular employment of two prepositions, ʾax̱are ‘after’ and ʿal yede ‘by means of’, as causal conjunctions. Despite the initial distribution of this usage, it did not integrate into present-day Modern Hebrew but was abruptly discarded following the consolidation of Hebrew as a spoken language in the early 1920s. Analysis of a vast textual corpus representing language use in the early Hebrew press over six decades in the seminal period of the modernization (1870s–1930s) indicates the regular employment of both prepositions as causal conjunctions (alongside their original temporal/instrumental functions) up to the 1920s, and the sudden disappearance of this usage thereafter. The paper focuses on the differing degrees of conventionalization of the two usages, and highlights the linguistic and sociolinguistic factors involved in the rise and decline of this unique phenomenon.

Beyond "Women's" Health: A Natural Language Processing Analysis of Trends in Gender-Neutral Language Use.

Between minds and machines: A neurocognitive comparison of human and chatbot interaction in language learning.

Students' attitudes toward AI teaching assistants in education: Considering the role of characteristics and perceptions in Ha'il Saudi Arabia.

The aim of this paper is to analyse and discuss the consequences of the Russian invasion of Ukraine for the use and ethnolinguistic vitality of the Mansi language. Mansi is a severely endangered language spoken in Western Siberia. It has no official status; its use is partly supported and partly contested by the state. The direct and indirect consequences of the invasion have resulted in the declining use of the Mansi language and the strengthening of its position as a secret language, used for discussing sensitive or taboo subjects.

Exploring teacher language use and early literacy achievement

Children with cerebral palsy (CP) frequently experience communication difficulties that limit their participation and social interaction. While previous studies have addressed communication in CP, few have systematically examined communication functions and communicative behaviours using the structured framework of the Communication Matrix, particularly in contexts where augmentative and alternative communication (AAC) is underutilized. This study aimed to examine the communication functions and communicative behaviours of Turkish children with CP using the Communication Matrix and to investigate how these outcomes differ according to levels of gross motor function. This cross-sectional study included 64 children with CP aged 4-18 years who attended special education and rehabilitation centres in Türkiye. Data were collected using the Communication Matrix, Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), Viking Speech Scale (VSS) and Communication Function Classification System (CFCS). Descriptive statistics were obtained. Given the violation of normality assumptions, non-parametric analyses (Mann-Whitney U and Kruskal-Wallis tests with Bonferroni correction) were employed to compare communication outcomes across GMFCS levels. Among communication functions, obtaining and social interaction were the most prominent, while refusal and providing information were less frequently observed. Visual behaviours (41.88%) and conventional gestures (37.75%) were most common, whereas abstract symbols (9.51%), concrete symbols (19.53%) and body movements (13.45%) were less frequently employed. Across GMFCS levels, children at Level V showed significantly lower abstract symbols and language use than those at Levels I-IV (p = 0.003) and also demonstrated markedly lower scores across all communication functions (refusal, obtaining, social interaction, and providing information) compared to Levels I-IV (p < 0.01). Overall communicative competence decreased in parallel with increasing severity of motor impairment. The findings indicate that children with CP predominantly rely on nonverbal strategies such as gestures and visual behaviours, while symbolic communication is considerably limited, especially among those with severe motor impairments. In addition, communication functions showed a similar pattern: higher-level functions such as providing information were used much less frequently than obtaining or social interaction and all functions declined with increasing GMFCS level. The results underscore the strong link between gross motor functioning and communicative complexity and highlight the importance of early interventions and AAC integration. What is already known on this subject Children with cerebral palsy (CP) often experience significant communication difficulties that restrict their participation in daily life. Previous research has documented the reliance of children with CP on nonverbal communication modes and the association between motor severity and communication outcomes, but systematic analyses using the structured framework of the Communication Matrix are scarce, particularly in Türkiye where AAC use is limited. What this paper adds to existing knowledge This study systematically examined communicative functions and behaviours in Turkish children with cerebral palsy using the Communication Matrix. The findings showed that obtaining and social interaction were the most frequently observed communicative functions, whereas refusal and providing information were less common. Symbolic communication, particularly abstract symbols and spoken language, was markedly limited, especially among children with severe motor impairments. These results highlight the close association between motor severity and communicative complexity, offering valuable evidence to inform both clinical practice and future research. What are the potential or actual clinical implications of this work? The findings underscore the urgent need to integrate augmentative and alternative communication (AAC) strategies into rehabilitation and educational services in Türkiye. The Communication Matrix is demonstrated as a practical tool for identifying individualized communication targets and monitoring progress, supporting more effective clinical decision-making and intervention planning.

Face Threatening Act (FTA) refers to speech acts that can damage an individual's public self-image or face. Face involves two fundamental social needs: the need to feel appreciated, accepted, and valued by others, which relates to positive face, and the need to maintain autonomy and freedom from external imposition, which relates to negative face. These dual needs shape how individuals manage their self-image in social interactions and influence the use of language. This study aims to analyze William Shakespeare’s Measure for Measure through the lens of Face Threatening Act (FTA) theory to explore how language reflects power, morality, and identity. This study applies a qualitative descriptive method to examine how different types of FTAs function within the drama. The analysis reveals a distribution of FTAs with threats to hearers' negative face being the most frequent (28.1%), followed by speakers' positive face (25.0%), hearers' positive face (24.2%), and speakers' negative face (22.7%). These findings highlight the complex interpersonal and social dynamics dramatized through language. The study concludes that Measure for Measure vividly portrays the tensions between individual dignity and institutional authority through strategic use of language in dramatic discourse

Globalization and the expansion of digital communication culture have generated a global problem marked by the decline of ethical language use in educational and da’wah contexts, including the increasing prevalence of impolite communication toward children. This condition potentially hinders the formation of noble character at an early age, particularly in nonformal Islamic educational institutions. Previous studies on Islamic communication ethics have predominantly focused on normative-theoretical approaches, digital da’wah, and adult audiences, while empirical research examining teachers’ da’wah communication practices toward children in madrasah diniyah remains limited. This research gap highlights the need for studies that position teachers as da’wah communicators who actively maintain ethical speech and shape children’s character through daily communication practices. This study aims to analyze Islamic communication ethics in the delivery of children’s da’wah by teachers at MDTA Al-Hidayah Padang Matinggi. A qualitative approach with a case study design was employed using participant observation, semi-structured interviews, and documentation. The findings indicate that the application of qaulan layyina, qaulan ma’rufa, and qaulan karima principles fosters polite, dialogical, and child-friendly communication, contributing to the internalization of noble character values. The theoretical contribution of this study lies in strengthening Islamic communication studies through empirical evidence of teachers’ communication as a transformative da’wah instrument in children’s education

Background & objectives Language concordance-the ability of doctors to communicate with patients in their preferred language-is known to improve clinical outcomes and patient satisfaction. Medical undergraduates often face communication barriers with patients. This study aimed to assess the perceptions of undergraduate medical students regarding native language proficiency in clinical settings and its impact on doctor-patient relationships. Methods A descriptive, questionnaire-based cross-sectional study was conducted among 409 MBBS students across various academic years in Karnataka, to assess students' views on language use in clinical interactions, its benefits, and barriers, using a 5-point Likert scale. Responses were analysed using descriptive statistics and the Kruskal-Wallis test for inter-year comparison. Open-ended responses underwent thematic analysis. Results Of the 409 participants, 26.2 per cent were non-native Kannada speakers. A majority agreed that language concordance enhances empathy, rapport, and effective communication with patients. Most students supported the inclusion of local language learning in the curriculum and recognised its role in improving clinical skills such as history-taking. Thematic analysis highlighted key concerns, including patient interaction challenges, clinical skill development, and student-led strategies to overcome language barriers. Interpretation & conclusions Medical students perceive language concordance as a vital component of effective clinical communication and patient care. There is strong support for structured, longitudinal local language training within the MBBS curriculum.

Corpus linguistics has emerged as one of the most dynamic fields in English language studies, offering empirical insights into patterns of vocabulary, grammar, discourse, and variation across diverse contexts. Over the past three decades, the scope of corpus studies has expanded remarkably, moving beyond early text collections such as the Brown Corpus to vast learner corpora, multimodal resources, and real-time social media datasets. This review article examines the current trends shaping corpus research and highlights promising future directions. Current scholarship demonstrates an increasing interest in world Englishes, learner corpora, and corpus-assisted discourse analysis, particularly in political and media communication. At the same time, new applications in pedagogy, translation, and forensic linguistics illustrate the methodological versatility of corpus approaches. Advances in computational tools and natural language processing have further broadened possibilities for large-scale, automated analysis of language data. However, challenges remain concerning representativeness, ethical issues in digital corpora, and the balance between quantitative and qualitative methods. Looking ahead, corpus studies are expected to place greater emphasis on under-represented English varieties, including South Asian and African Englishes, as well as on the integration of multimodal data and artificial intelligence techniques. This review argues that corpus linguistics is not only consolidating its role as a central methodology in applied linguistics but also redefining how scholars conceptualize language use in global, digital, and multilingual contexts.

This study examines the implementation of Indonesian Language learning in higher education as a foundation for developing students’ academic literacy within an Outcome Based Education (OBE) framework. The research is motivated by serious concerns regarding students’ low academic writing ability, weak critical reading skills, and inconsistent use of academic language, which hinder the formation of academic culture at universities. The objective of this study is to describe and interpret the learning process, challenges, and outcomes of Indonesian Language courses in fostering academic literacy. This research employed a qualitative descriptive approach conducted intensively over a three-week period. Data were collected through classroom observations, in depth interviews with lecturers and students, and document analysis of lesson plans, teaching materials, and students’ academic assignments. The findings reveal that although the course design conceptually aligns with OBE principles, its classroom implementation has not fully emphasized reflective processes, critical engagement, and consistent academic language practice. Learning activities tend to focus on task completion rather than on the development of academic thinking processes. The study implies that Indonesian Language learning should be strengthened through reflective, contextual, and process oriented strategies to enhance students’ academic literacy and academic identity. These findings contribute theoretically to studies on academic literacy and practically to the improvement of Indonesian Language instruction in higher education.

The linguistic policy implemented by the occupying powers in Belarusian territories during the World War I and World War II has never before been studied in a comparative perspective. In the present article, the author examines the territories of the Ober-Ost occupation district (1915–1918) and the occupied territories of the Belarus (1941–1944). The article poses the following research questions: Was there a policy of Germanization of the Belarusian population in the occupied territories during the two world wars? What role was assigned to the languages of national minorities in these periods? What was the position of the occupation authorities regarding the competition between the Cyrillic and Latin alphabets? How did the occupation authorities address the issue of language in education? What policies were pursued toward the Polish and Russian languages—the languages of the former metropolises? The research is based primarily on archival documents, both published and previously unpublished, discovered by the author in various archives. The analysis revealed that the most consistent feature of German occupation policy in both wars was the support of the Belarusian language (albeit grounded in different ideological rationales), the rejection of the Germanization of the local population, the promotion of minority languages, the use of the national language in education, as well as depolonization and derussification. The most evident difference was that, unlike the occupation authorities of the First World War, the General Commissariat of Belarus initially prohibited and later restricted the teaching of the German language for racial reasons. Nevertheless, it should be noted that the needs of the army and the economy frequently adjusted the linguistic policy of the German authorities.

In the 21st century, often characterized as the digital age, innovations in internet technologies and artificial intelligence (AI) are transforming internet and television journalism through the automated preparation of news (automation), the delivery of tailored content to individuals (personalization), and the reduction of journalism costs (efficiency). This study focuses on how innovations in internet technologies—specifically AI—affect journalistic activities and how a balance can be established between AI systems and human journalists. In this research, the presentation styles of Robo TV Media, which utilizes AI for news delivery, and traditional television news are compared to discuss how AI technologies transform traditional news presentation, as well as to highlight the similarities and differences between them. The theoretical framework of the study is grounded in a perspective that evaluates new technology theories in media alongside the interaction between these technological developments and humans. A qualitative research method was adopted for this study, utilizing descriptive analysis techniques. Five news samples published by both Robo TV Media and traditional television channels were selected and evaluated comparatively. The comparison between Robo TV Media and TV news focused on elements such as the 5W1H (who, what, where, when, why, how) structure, news language, visual materials used in the broadcasts, and the use of body language during presentation. This study contributes to discussions regarding the future of journalism in light of AI innovations and opens a debate on the distinctions between traditional human news anchoring and AI-driven news anchoring.

ABSTRACT Introduction: As digital platforms increasingly mediate language learning, the challenge is no longer simply how to deliver content online but how to design environments that cultivate authentic multilingual practice. While multilingualism has long been linked to enhanced metalinguistic awareness and domain-general cognitive flexibility, the role of multimodal digital environments in fostering these outcomes remains underexplored. Purpose: Grounded in sociocognitive and multimodal interactionist perspectives, this study examines how a cross-device metaverse platform can support multilingual development through spatially organized, task-based, and avatar-mediated interaction. Specifically, it investigates whether multilingual engagement in language-zoned virtual spaces improves learners' communicative performance, affective engagement, and cognitive control compared to conventional instruction. Methodology: Using a quasi-experimental cluster-assigned pretest-posttest control group design, learners engaged in communicative scenarios across English, Filipino, and Mandarin within language-zoned virtual spaces that cued role-appropriate language use. Data were collected using performance-based role-play assessments (code-switching accuracy, communicative competence), oral fluency measures (WPM), motivation and anxiety questionnaires, and a Stroop interference task to assess cognitive flexibility. Findings: Compared to peers in a control condition, learners in the metaverse environment demonstrated significantly greater gains in code-switching accuracy, spoken fluency, motivational engagement, and cognitive control. Specifically, experimental participants showed improved context-appropriate language selection and reduced cross-language interference when shifting between English, Filipino, and Mandarin during task-based role-play scenarios. They also produced more fluent spoken output and demonstrated stronger communicative competence ratings in completing real-world interaction tasks. In addition, learners reported higher motivational engagement and cognitive results, further revealing improvements in inhibitory control and attentional regulation. Collectively, these outcomes suggest that spatially cued multilingual interaction in the metaverse supports integrated gains in linguistic performance and executive functioning. Originality/Value: This study provides empirical evidence that multilingual development is shaped not only by linguistic input but by how digital learning ecologies choreograph spatial, social, and multimodal cues into context-responsive language use. By operationalizing multilingual interaction through spatial language zoning, avatar-mediated tasks, and AI-supported multilingual dialogue, the study positions the metaverse as a semiotically rich pedagogical ecology that can simultaneously foster code-switching competence, oral fluency, motivational engagement, and domain-general executive control. The findings advance multimodal multilingual education theory by demonstrating how context-sensitive interaction design can generate co-emergent communicative, affective, and cognitive benefits in multilingual learners.

Language is often used strategically, particularly in high-stakes, adversarial settings, yet most work on pragmatics and LLMs centers on cooperative settings. This leaves a gap in the systematic understanding of strategic communication in adversarial settings. To address this, we introduce SDA (Strategic Dialogue Assessment), a framework grounded in Gricean and game-theoretic pragmatics to assess strategic use of language. It adapts the ME Game jury function to make it empirically estimable for analyzing dialogue. Our approach incorporates two key adaptations: a commitment-based taxonomy of discourse moves, which provides a finer-grained account of strategic effects, and the use of estimable proxies grounded in Gricean maxims to operationalize abstract constructs such as credibility. Together, these adaptations build on discourse theory by treating discourse as the strategic management of commitments, enabling systematic evaluation of how conversational moves advance or undermine discourse goals. We further derive three interpretable metrics - Benefit at Turn (BAT), Penalty at Turn (PAT), and Normalized Relative Benefit at Turn (NRBAT) - to quantify the perceived strategic effects of discourse moves. We also present CPD (the Crooked Path Dataset), an annotated dataset of real courtroom cross-examinations, to demonstrate the framework’s effectiveness. Using these tools, we evaluate a range of LLMs and show that LLMs generally exhibit limited pragmatic understanding of strategic language. While model size shows an increase in performance on our metrics, reasoning ability does not help and largely hurts, introducing overcomplication and internal confusion.

ABSTRACT Suicide remains a leading cause of death among young people in the United Kingdom, placing schools in a critical position to identify and support at-risk students. However, many educators report limited training and persistent uncertainty in addressing suicide-related concerns. This study evaluates the immediate outcomes of a 90-min suicide awareness training delivered to 400 staff members across a UK multi-academy trust. The training, developed by suicide prevention charity Kelly’s Heroes, focused on stigma reduction, safe language use, recognition of warning signs, and confidence in initiating supportive conversations. A mixed-methods design was employed. Quantitative data were collected through 14 post-training Likert-scale items assessing knowledge, confidence, and perceived relevance. Qualitative data were obtained via open-text responses and analysed using reflexive thematic analysis. Findings showed high levels of satisfaction with the training’s delivery and relevance. Participants (N = 86) reported increased awareness of non-stigmatising language and improved understanding of suicide risk, although confidence in practical application remained more variable. Thematic analysis revealed four overarching themes: reframing of professional role, the cultural significance of suicide-related language, emotional containment during training, and the need for continued support and institutional follow-up. While the intervention was well received, the results underscore the limitations of brief, standalone sessions. Staff expressed a desire for deeper, practice-based learning and raised concerns about emotional labour and role boundaries. The study concludes that suicide awareness training, when thoughtfully designed and relationally delivered, can serve as an effective starting point for developing suicide-safer school environments. Implications for professional development, policy alignment, and emotional support structures are discussed.

Construction projects belong to the most complex and high-risk areas of managerial activity, where conflicts arise at almost all stages of implementation – from planning and coordination of technical solutions to execution of works and project commissioning. A high level of uncertainty, multilateral interaction among stakeholders, dependence on suppliers, and strict deadlines create conditions of constant tension and emotional strain. Traditional approaches to conflict management, based mainly on administrative or legal instruments, often prove insufficient, as they do not consider the psychological and communicative aspects of interaction. In this context, the use of neuro-linguistic programming (NLP) becomes particularly relevant, as it enables work with the behavioural, emotional, and cognitive factors of conflicts. The purpose of the study is to develop a practice-oriented mechanism of an integrated NLP conflict management model in construction projects. The methodological framework is based on systemic, communicative, and psychological approaches that combine the analysis of scientific sources, comparative analysis of traditional and modern methods, case studies, and modelling of managerial situations. The proposed model consists of three interrelated blocks: conflict prevention, conflict management, and conflict resolution. At the first level, techniques of rapport, calibration, and communication pattern analysis are applied, ensuring communication stability and early identification of risks. The second level includes reframing, behaviour modelling, and state management, which makes it possible to stop escalation and redirect interaction into a constructive channel. The third level is aimed at achieving mutually agreed solutions and restoring cooperation through the use of sensory language (VAK adaptations), the three perceptual positions, the Milton model, Interest Mapping, the win-win approach, and the Future Pacing technique. The results of the study confirm that the integration of NLP techniques into construction project management practice helps reduce the number of conflicts, shorten the time required for their resolution, increase the level of trust among participants, and ensure the stability of project implementation. The practical significance of the study lies in the development of recommendations for managers and executives of construction companies regarding the introduction of NLP methodologies into daily managerial activities. Thus, the proposed model is an innovative tool that combines psychological and communicative aspects of conflict management, promotes the development of a culture of trust and openness, and enhances the effectiveness of construction projects in modern conditions.