Language Education Research Articles

Pronouns in Welcome: Linguistic Construction of Student Identity in Chinese University Banners

This study explores the nuanced role of pronoun usage in welcome banners at Chinese universities and examines its influence on freshmen’s identity construction within the cultural context of China. Employing a systematic collection and analysis of a corpus of welcome banners, the research utilizes corpus analysis and word frequency statistics to investigate how pronoun choices shape and reinforce freshmen’s sense of identity. The findings highlight the significant impact of linguistic subtleties on the orientation activities at Chinese universities, influencing freshmen’s social integration and identity formation. By illuminating the linguistic characteristics of Chinese welcome banners, this research provides empirical evidence of how cultural and linguistic contexts affect student identity through orientation activities. This study contributes to a deeper understanding of the intersection between language, culture, and identity in higher education.

Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)

Understanding the widespread adoption of foreign language books (FLBs) is imperative for language learners and educators, as it facilitates evaluating the efficacy and caliber of language resources. Using MARC-based bibliography analysis, the researcher uncovers publishing and subject information of popular FLBs and utilizes survival analysis to calculate the FLBs’ survival index. After conducting factor analysis, the researcher applies linear regression prediction and Bayesian estimation to determine the total number of FLB borrowings and borrowers. The borrowing index of FLBs collected in the past five years surpasses that of books collected for more than five years, and staff members demonstrate higher borrowing activity compared to undergraduate students, postgraduate students, and other readers. Acceptance emerges as the most critical factor influencing the total number of FLB borrowings and borrowers, cultural dominance has a relatively minor impact, and personal background is found to be less negatively influential. The estimates of the total number of FLB borrowers indicate that acceptance is constrained by personal background, which is restricted by cultural dominance.

EMI and DMI, an elitist language learning approach? An investigation of students’ socio-economic and language profiles

ABSTRACT Internationalisation of higher education has really taken off in recent decades, with universities increasingly organising all or parts of their study programmes in a language other than their traditional language of instruction. Usually, that language is English, which is referred to as English Medium Instruction (EMI), but there are also programmes in other foreign languages, such as Dutch Medium Instruction (DMI) in French-speaking Belgium. Previous research links EMI with access inequity. This study investigates whether this inequity also exists in French-speaking Belgium and whether it extends to DMI by examining the socio-economic and language profiles of students in unilingual programmes versus multilingual programmes with DMI and/or EMI courses. An online questionnaire was administered to undergraduate law, political sciences, and economics & management students at a French-speaking university in Belgium. The results indicate that multilingual programmes attract students of higher socio-economic status (SES) and those who benefited from Content and Language Integrated Learning (CLIL) school education, extracurricular activities or more classes in Dutch or English at secondary level. Taken together, these findings suggest that multilingual higher education with DMI/EMI in French-speaking Belgium is closely linked with access inequity. The article ends with suggestions for institutions offering or considering multilingual higher education.

Boxed In and-and Busting Out

Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constraining their knowledge, skills, and ways of being/doing, and that of their students. When these material expectations are positioned against other commitments to literacy education and diverse ways of being/becoming literate they both intend a certain future and serve as reminders of literacy education’s philosophical and practical “trouble without end” (Tsing, 2015, p. 2). Conceptualizing instructional contexts and practices as research assemblages, the study in which this paper is based investigates how early elementary teachers work at, with, and within the current conditionings of school-based literacy practices. Drawing on teacher interviews, photographs from within literacy teaching and learning situations (Snaza, 2019), and extended observations with a Grade 1 French Immersion teacher and class, the purpose of this paper is to explore liveable possibilities in reading, writing, and language instruction for the “right now” of literacy education (Kuby et al., 2019). Focusing on examples in which teachers seek “and…and…and…” pedagogies (Deleuze & Guattari, 1987, p. 25) our purpose is not to settle the troubled waters of literacy education but to trace contours of possibility as teachers encounter literacy education’s boxes and boundaries and exceed their confines. We follow teachers’ material and social participation in curricular attentions to affect and cultivations of newness as a practice of care for and curiosity about a shared world in early elementary literacy instruction.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

Leveraging AI Tools for Discourse Analysis in Early Childhood Bilingual Education: Enhancing Language Development

The implementation of AI tools in education has become increasingly popular and brought transformative potential, particularly in the field of language education because of its powerful functions on designing immersive and personalized activities and offering real-time feedback. This study explores the role of AI tools in discourse analysis and the impact on enhancing bilingual skills among early childhood students. It investigates two key questions: (1) How do AI tools impact young childrens bilingual skills in early childhood classrooms? (2) How can discourse analysis of AI tools assist educators with bilingual teaching? A qualitative case study, including an in-depth interview with a bilingual educator, reveals insights into the effectiveness of AI tools in promoting bilingual language acquisition and engaging young learners in meaningful and enjoyable learning environment. Furthermore, the discourse analysis of AI tools offers immediate, actionable insights on each students academic performance, helping educators better understand the language learning process and the specific challenges students face. However, considerations and challenges of AI in education, such as privacy risks and misuse, still need to be considered. The findings of this study bridge the gap and highlight the potential for discourse analysis of AI tools in early childhood bilingual education. Further study can focus on exploring other AI tools in bilingual education and conducting long-term research with a large example size.

Navigating linguistic ideologies and market dynamics within China’s English language teaching landscape

Abstract This study explores the intricate interplay of linguistic ideologies, market dynamics, and linguistic habitus within the context of English language education in China. Analysis of Chinese English language teachers’ (CELTs) discourse on linguistic insecurity reveals a strong association between accentedness and incompetence, as well as between nativeness and teacher expertise. Despite dissatisfaction with nativeness-oriented criteria prevalent in the field, most CELTs reported experiencing anxiety due to the social stigma surrounding Mandarin-accented English. While certain Inner Circle English varieties are viewed as the most valuable capital, local and other non-Inner Circle varieties are considered the least valuable. Notably, Mandarin-accented English gains higher symbolic value than other perceived nonstandard English varieties beyond the teaching domain. This pricing mechanism within China’s English language teaching (ELT) landscape deviates from the price formation model of world Englishes proposed in previous work, which assigns a greater value to Outer Circle varieties than Expanding Circle varieties. By contextualizing CELTs’ experiences within broader language policies, this study illustrates how national interests, beyond the influence of Inner Circle publishers, intensify native-speakerism in China’s ELT market, thus emphasizing the intricate nature of explaining nuanced pricing patterns in the autonomous market within Expanding Circle contexts.

Bridging Synchronous and Asynchronous Learning through English Presentation Course

This study investigated students' perceptions of synchronous and asynchronous learning in the context of English presentation skills. A qualitative descriptive design was employed, and data were collected from ten students enrolled in an English presentation course using convenience sampling. A semi-structured interview guide was developed to gather information from the participants' perspectives, ensuring they understood the study and their role in it. Thematic analysis was utilized to analyze the collected data, ensuring reliability and logical sorting of themes. To enhance internal validity, the interview guide was reviewed by experienced researchers, and both interviewers practiced the procedure to ensure consistency. Additionally, the resulting themes from the analysis were discussed with a different group of researchers to minimize potential biases. The study revealed that regular practice in forming simple past tense sentences and memorizing common irregular verbs are recommended and crucial for improving language skills. Contextual considerations are essential for choosing the correct tense. Synchronous learning encourages quick thinking, while asynchronous activities allow students to learn at their own pace and reinforce vocabulary. Consistent practice is crucial, and supplementing synchronous learning with asynchronous activities can enhance language skills. Asynchronous learning offers a valuable platform for pronunciation practice and enables students to progress at their own pace. These findings have practical implications for language educators, providing guidance on how to structure their teaching methods to best support their students' language learning.

University Students ‘Attitudes toward the Use of Moroccan Arabic and/or Standard Arabic as a Language of Instruction in the Moroccan Educational System Mohammed Rezzaki

The language of instruction is a very debatable issue in Morocco. It is rooted in the Moroccan history since colonization period .It has been controversial during the arabization process which has promoted Standard Arabic (SA) as a language of instruction .In recent years, many voices have risen either to question this process in or to support it. Many attitudes have been raised owing to the historical and current factors that surround this issue. The majority of these attitudes are based on theoretical framework, which has become inadequate way of scientific study, especially in a topic like the langue of instruction. This paper tries to cast light on these attitudes and attempts to construct the grounds from empirical fieldwork trough the use of observation and a questionnaire. The informants are 80 university students of English studies and Islamic studies. The main findings lie in the gap between theoretical and empirical research, the necessity of SA use as a language of instruction in many fields, such as: Islamic studies, the possibility of using reduced Arabic in other domains.

Language and Education: Ideologies of Correctness

This review illustrates how language ideologies about correctness, in speaking and writing, have been discussed in research on the role of language in education. Research illustrates a give-and-take between the interests of multilingual speakers and advocates of language diversity on the one hand and, on the other, the correctness ideologies embedded in institutional demands for correctness and standardization (in schools and language policies) and commodification (in the global educational marketplace). More subtle than ideologies of correctness, language ideologies about “appropriate” language emerge as related to race, ethnicity, gender, and other embodied biases, and the nuanced mechanisms of language socialization illuminate the persistent dynamics of these appropriateness ideologies. Finally, we discuss the relevance of postcolonial epistemologies, the collaborative participatory research methods that are reframing what counts as correct and appropriate for the study of language and education, and the emerging role of generative artificial intelligence for language in education.

Dr. Lucinda Lee Katz, Kinney Lau’s first teacher: Reflections on Lau v. Nichols (1974): Bilingual education, advocacy, and parent engagement

ABSTRACT Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco’s public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays through her senior year in high school, yielding a higher level of Cantonese proficiency. As a member of the National Teacher Corps (1965–1968), she earned a Master’s degree in teaching while also serving as a teaching intern at a public elementary school. Stationed at Jean Parker Elementary in San Francisco’s Chinatown for her first teaching assignment, she was thrust into running parent-teacher conferences that semester as her master teacher was ill. She met Mrs. Lau, the mother of Kinney Kimmon Lau, who was the main plaintiff in Lau v. Nichols (1974). At the time, the language of instruction at the school was English only. Throughout this interview, Lucinda illuminates how the advocacy of Mrs. Lau led her to be transformed by the justice orientation of a bilingual education model.

Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms

Abstract Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures.

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction: unraveling the effects on critical thinking, self-evaluation, academic resilience, and speaking development

Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language (EFL) learners’ cognition, including their learning processes. This research addresses this knowledge vacuum by examining how ICALA in PBLI influences the development of the four primary abilities associated with critical thinking, self-evaluation, and academic resilience. A quasi-experimental strategy was used in this study among 81 EFL learners. The participants were split into two groups: one to participate in the experiment and another to serve as a control. The books for both groups were revised or supplemented according to the underlying PBLI principles. The control group (CG) students were exposed to paper format assessment. In comparison, the experimental group (EG) attended ICALA. The statistical significance of the differences between the two groups was determined using multivariate analysis of variance (MANOVA). The results demonstrated that the learners in EG outperformed their peers in CG foreign language-speaking development. Moreover, they received better critical thinking, self-evaluation, and academic resilience results.

AI Concepts Integration in Developing E-Muhadathat Kits For Non-Arabic Speakers

Recent educational reforms focus on strategically integrating technology into teaching, aligning with the principles of the fourth industrial revolution (IR 4.0). Among the swiftly evolving technologies in language learning is Artificial Intelligence (AI), particularly in the form of Natural Language Processing (NLP). This technology has been applied to create the E-Muhadathat kit, an interactive Arabic conversation simulation tool designed to enhance communication skills for non-Arabic speaking students in Malaysian public universities. This study aims to investigate the role of AI in education, address the challenges in developing AI-based Arabic language learning software, and propose a model for the E-Muhadathat kit tailored for non-Arabic speakers. This literature review uses documentary methods to gather information from journals, conference proceedings, articles, dissertations, and digital books from databases such as Google Scholar, Springer Link, Science Direct, and Research Gate. The collected data undergoes descriptive analysis based on thematic categorization. The findings indicate that the concept of AI consists of three core components: machine learning, deep learning, and neural networks. Arabic linguists have recognized several challenges in developing AI-based software, such as orthographic, morphological, syntactic, anaphoric, and semantic ambiguities. Moreover, the E-Muhadathat kit's design integrates machine learning and deep learning techniques, featuring applications for both spoken and written language. The study's findings support educators and researchers aiming to create Arabic language software tailored for non-native speakers in Malaysian higher education institutions. As a result, the study advocates for further investigation into the use of AI in Arabic language education to enhance the communication abilities of non-native speakers in Malaysia.

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

Tensions at the University and Living in Liminality: English Language Teachers Navigating through New Research Expectations

This study examined tensions affecting university English language teachers, and subsequently the liminal space they occupied. In this study, tensions arose because of the introduction and promotion of Scholarship of Teaching and Learning (SoTL) for conducting language pedagogical research. This move had inadvertently displaced existing research perspectives and approaches and compelled a reconfiguration of the teacher’s professional sense of self. There were four English language teachers involved in this study, all of whom were teaching different types of English courses for academic purposes in a public university in Singapore. Data for this study comprised reflections written by the participants, which were analyzed as case studies. Through the examination of tensions and liminality affecting the participants, it became apparent that distinct strategies and coping mechanisms were enacted. There were those who sought to distinguish existing research perspectives, and those who embarked on a productive journey to navigate through the new research requirement. All these constituted professional development for the participants in personalized ways. The examination of the case studies also indicated how top-down research endeavors may be challenged, especially in a field like English language education, given its long-standing and established research traditions. Yet, the circumstance which saw novel research approaches being introduced illustrate how the professional community of English language teachers in the higher education setting remain on the fringes of academia. Future studies should consider taking an ecological approach to examining tension to gain a more comprehensive understanding of English language teachers’ professional identity.

Exploration of Integrating English Courses with Professional Courses in Higher Vocational Colleges

With the acceleration of globalization and the increasing demand for high-quality technical and skilled personnel, the integration of English courses with professional courses in vocational colleges has become an important direction in educational reform. This paper explores the current state and challenges of vocational education, elucidates the importance of English courses in higher vocational education, and emphasizes the significance of curriculum integration in cultivating versatile talents. In the theoretical foundation section, the paper reviews language learning theories and vocational education theories, presents the basic concepts and framework of curriculum integration, and analyzes the theoretical basis for the collaborative development of language and professional education. In terms of practical pathways, the paper proposes specific implementation strategies such as curriculum design and content optimization, innovative teaching methods and approaches, teacher professional development and interdisciplinary collaboration, and student evaluation and feedback mechanisms. The research indicates that systematic curriculum integration can significantly enhance the language skills and professional competencies of vocational students, promoting their overall development.

Research on the Multilingual Talent Cultivation System Empowered by AI under the New Liberal Arts Context

This paper explores the AI (artificial intelligence) empowerment in foreign language education within the context of “New Liberal Arts” and its impact on a diversified foreign language talent cultivation system. Though challenges brought by AI, AI empowerment could facilitate the foreign language discipline development. Drawing upon this basis, the paper further explores the breakthroughs in foreign language talent cultivation. That suggests a shift from information tools to character education, from language proficiency to core competency strengthening, from single-discipline to interdisciplinary talent cultivation, and from imparting language knowledge to advancing general education understanding. This paper proposes paths for diversified foreign language talent cultivation in the AI era, including AI empowerment character education cultivation approaches, the construction of a diversified curriculum system, the innovation of interdisciplinary curriculum clusters, AI empowerment reshaping of digital teaching practice settings, and AI empowerment reconstruction of foreign language digital teaching resources. With those approaches, the adjusting focus and methods of foreign language talents cultivation, an effective Multilingual Talent Cultivation System will be established with international perspectives, cross-cultural communication skills, and innovation capabilities to meet the development needs of the AI era.

Aligning Cognitive Development Theory with Whole Language Teaching in Elementary Education: Strategies and Activities for Enhancing Language Learning

This paper explores the role of whole language teaching in addressing the developmental needs of young learners by emphasizing natural, holistic approaches to language acquisition. Drawing on Piaget’s cognitive development theory, the study examines how educators can adapt instructional strategies to align with students' cognitive abilities, fostering both linguistic proficiency and cognitive growth. The integration of technology in language instruction is highlighted as a key trend, providing interactive platforms and digital tools that enhance learning. Additionally, the importance of developing critical thinking, collaboration, and communication skills is discussed in the context of preparing students for the demands of the 21st century. Recommendations for teacher training programs are proposed, focusing on incorporating whole language principles, Piagetian approaches, and effective technology use. Curriculum development that aligns with developmental psychology is presented as a strategy for creating integrated language learning experiences that promote academic success and personal growth.