Heritage Language Research Articles

AzSLD: Azerbaijani sign language dataset for fingerspelling, word, and sentence translation with baseline software.

Advancements in sign language processing technology hinge on the availability of extensive, reliable datasets, comprehensive instructions, and adherence to ethical guidelines. To facilitate progress in gesture recognition and translation systems and to support the Azerbaijani sign language community we present the Azerbaijani Sign Language Dataset (AzSLD). This comprehensive dataset was collected from a diverse group of sign language users, encompassing a range of linguistic parameters. Developed within the framework of a vision-based Azerbaijani Sign Language translation project, AzSLD includes recordings of the fingerspelling alphabet, individual words, and sentences. The data acquisition process involved recording signers across various age groups, genders, and proficiency levels to ensure broad representation. Sign language sentences were captured using two cameras from different angles, providing comprehensive visual coverage of each gesture. This approach enables robust training and evaluation of gesture recognition algorithms. The dataset comprises 30,000 meticulously annotated videos, each labeled with precise gesture identifiers and corresponding linguistic translations. To facilitate efficient usage of the dataset, we provide technical instructions and source code for a data loader. Researchers and developers working on sign language recognition, translation, and synthesis systems will find AzSLD invaluable, as it offers a rich repository of labeled data for training and evaluation purposes.

Language ideologies, life-making and vitality in trans communities in the US South

This article examines how transgender individuals in South Carolina negotiate community language practices in light of personal and political projects for trans vitality. Drawing on moments of metalinguistic commentary from online group interviews with trans and nonbinary people in South Carolina, this article focuses on examples from two interviews to explore how interviewees orient to two distinct understandings of language use: a ‘self-facing’ approach and a ‘public-facing’ approach. While participants describe creatively using language for enjoyment and self-exploration, they are keenly aware that their language is up for critique once it enters the public realm. As such, they invoke a linguistic ideology that recognises multiple contextual approaches to language use. This article demonstrates how these trans South Carolinians use language for trans life-making: for the simultaneous personal and political projects of self-determination and the making of a safe and viable world for trans people.

Editorial: Heritage languages at the crossroads: cultural contexts, individual differences, and methodologies

Editorial: Heritage languages at the crossroads: cultural contexts, individual differences, and methodologies

Linguistic Survivance in Tanya Tagaq’s Split Tooth

ABSTRACT Currently, there are very few literary publications on Tanya Tagaq’s Split Tooth 1 , and the few that exist attribute it to magical realism which is not an Indigenous genre. Additionally, few literary scholars use linguistics to analyse internal speech in fictionalised memoirs. In this paper, I approach Split Tooth as a form of wonderworks, using the theory of linguistic relativity to analyse how the narrator’s emergence into her heritage language, Inuktitut, affects her ontology and provides a path to survivance. The narrator in Split Tooth represents the collective perspectives of abused young Indigenous people who use the powerful wonders of their natural surroundings to make sense of and protect the whole of Nuna (the land in relation to its inhabitants) from the horrors of settler-colonialism. Without the collectivist ontology of the Inuktitut language, the narrator does not survive the horrors of settler-colonialism, but with Inuktitut she is able to represent the resilience of an entire culture.

In silico analysis of SNPs and miRNAs of KCTD13, CSDE1, SLC6A1 genes associated with autism spectrum disorder

BackgroundSingle nucleotide polymorphism (SNP) is called changes in a single base sequence in DNA between individuals. Micro-RNAs (miRNAs) are short, non-coding RNA molecules that control gene expression after transcription. Today, SNPs and miRNAs are associated with many diseases, and one of them is autism spectrum disorder (ASD). ASD is a neurodevelopmental condition identified by symptoms that reduce the quality of life such as stereotypical movements, lack of social interaction and communication skills, cognitive and language disorders. The objective of this study is to utilize in silico tools to predict the possible damaging impacts of SNPs (missense) in ASD-related KCTD13, CSDE1, and SLC6A1 genes that cause amino acid substitution on protein function, stability, structure, and miRNA target binding sites.MethodsThe SNPs and protein amino acid sequences were obtained from the NCBI dbSNP and UniProt databases. This data served as input for predictions, which were carried out using different computational tools like SIFT, PolyPhen-2, SNPs&GO, PROVEAN, MutationAssessor, PhD-SNP, PANTHER, SNAP-2, Meta-SNP, I-Mutant 2.0, MUpro, and Project HOPE. For miRNA analysis, the miRSNP and PolymiRTS tools were utilized. GeneMANIA and STRING were also employed to explore gene–gene and protein–protein interactions.ResultsA total of 16 variants in these three genes were estimated to be potentially harmful via in silico analysis. As a result of the miRSNP and PolymiRTS analyses, it was found that 407 miRNAs could affect the regulation of target genes through the identified SNP variations. Furthermore, the predictive impact of those SNPs on protein stabilization was examined and three-dimensional protein models were created.ConclusionThis study revealed the potential effects of genetic variations on three genes associated with ASD. The findings suggest that computational analysis of miRNA and SNPs on these ASD-related genes could provide valuable insights into the genetic mechanisms underlying ASD. In addition, it is suggested to investigate through experimental research whether the findings can be utilized as potential biomarkers for diagnosing and treating autism.

The Administration of Heritage Language Schools in Multicultural Societies: The Case of the Hellenic School of Ottawa, Canada

Many ethnic communities living in multicultural societies have established Heritage Language Schools (HLS) to transmit ethnic language and preserve ethnic culture. The administration of these HLS is no easy task however (Arvanitis, 2004; Pu, 2012; Tamis, 2010). Research is needed to help better understand how HLS programs, such as the Hellenic School of Ottawa (HSO), are administered and what can help enhance administration practices and the sustainment of these schools (Zoupa & Karlis, 2015). The purpose of this paper is to examine the perceptions of administration towards the administrative practices of the HSO. Specifically, the objectives of this study are to present the perceptions of HCO administrators toward: (1) the structure and objectives of the HSO, (2) the strengths and weaknesses of the administration of the HSO, and (3) suggestions for the enhancement of the administration of the HSO. Semi-structured interviews were conducted on ten former administrators of the HSO who have been responsible for operation of the HSO. It was found that the structure of the HSO focused on the instruction of the Greek language, including the four language skills- listening, speaking, reading, and writing; whereas, the objectives of the HSO focused on instilling a love for the Greek language. Moreover, administrators presented two strengths of the administration of HSO - (1) support from the HCO, and (2) people involvement as well as three weaknesses - (1) support from the HCO, and (2) people involvement. Further, the administrators presented ten suggestions for the enhancement of the operation of the HSO - (1) teachers of higher qualifications, (2) addition of more Greek-content activities, (3) time-frame expansion, (4) resources, (5) teacher support, (6) summer camps in Greece, (7) create school partnerships, (8) Webinars and seminars, (9) trips to Greece, and (10) engagement in Greek-content activities. Keywords: heritage language schools, Hellenic School of Ottawa, administration, ethnic language, ethnic culture

Dimensions of communicative language teaching in online synchronous and face‐to‐face contexts: A comparison of student perceptions

Dimensions of communicative language teaching in online synchronous and face‐to‐face contexts: A comparison of student perceptions

Effect of Supplemental Language Therapy on Cortical Neuroplasticity and Language Outcomes in Children with Hearing Loss

Background/Objectives: The cortical auditory evoked potential P1 response is a biomarker of cortical auditory maturation for tracking longitudinal cortical maturation in children with hearing loss after treatment with hearing aids and/or cochlear implants. In conjunction with hearing treatments, children with hearing loss commonly receive language therapy services. However, the effect of language therapy on cortical maturation in hearing loss is less well studied. Methods: This study explored auditory cortical maturation changes, using the P1 response, with coinciding language changes, utilizing the Preschool Language Scales test, following approximately six months of supplemental listening and spoken language therapy services in 39 children with hearing aids or cochlear implants. Results: Following supplemental language therapy, P1 latencies significantly decreased in all children, at a rate found to be significantly faster than expected for typical maturation. Language scores also significantly improved beyond expected maturation effects and were correlated with P1 latencies following supplemental therapy. Overall, with approximately six months of therapy, the children in this study made significantly greater gains of 9 to 10 months in total language and expressive communication. A subgroup analysis revealed that children with cochlear implants showed significantly lower language scores than their chronological age following supplemental therapy, while children with hearing aids obtained language scores that were not significantly different to their chronological age at follow-up. Conclusions: Overall, the results from this study showed that supplemental language therapy resulted in more typical auditory cortical maturation and improved language abilities and that the P1 CAEP response can objectively track neuroplastic changes in children as a function of language therapy provided in conjunction with hearing aids and CIs.

The effectiveness of convergent newsroom model in media education

ABSTRACT The article examines the effectiveness of implementing a convergent newsroom model in undergraduate journalism education in Ukraine. The study evaluates how this model enhances journalist training by focusing on its overall efficacy and the alignment between stakeholder and student assessments. The research methodology involves an online survey of two respondent groups: students and graduates of the ‘Journalism’ program at Oles Honchar Dnipro National University who participated in the convergent newsroom, and top managers of local media outlets in Dnipro, including those unaffiliated with the project but who have identified skill gaps in new journalists. The results highlight the ‘Honchar Info’ project as highly effective in developing key student competencies, including information searching, processing, analysis, adaptability, and communication in the state language. Both students and employers rated the program outcomes positively, with a strong correlation observed between stakeholder and student evaluations, reflecting alignment with employer expectations. This study demonstrates that the convergent newsroom model effectively supports undergraduate journalist training in Ukraine, addressing both educational and labor market needs.

Sikap Bahasa Masyarakat Terhadap Penggunaan Bahasa Pertama Di Kecamatan Paleteang Kabupaten Pinrang

This study aims to: (1) reveal the language attitudes toward the use of the first language in Paleteang Subdistrict, Pinrang Regency, as seen from age, and (2) reveal the language attitudes toward the use of the first language in Paleteang Subdistrict, Pinrang Regency, as seen from gender. This type of research is a mixed-methods study, combining both quantitative and qualitative approaches. The population of this study consists of people living in Paleteang Subdistrict, Pinrang Regency. The sample for this study consists of 30 individuals. The sampling technique used was stratified random sampling, grouped into 5 age categories and 2 gender categories from the villages of Pacongang and Temmasarangnge. Data collection techniques included observation, questionnaires (surveys), and interviews, with data analysis using descriptive statistics and PawsStatistical analysis in the form of percentage data from each respondent’s answers on the language attitude scale. The results of the study indicate that: (1) The language attitudes (loyalty, pride, and awareness of norms) of the community toward the use of the first language in Paleteang Subdistrict, Pinrang Regency, based on age, are insufficient. This is due to the phenomenon in the minority community where individuals are neither loyal nor proud of their first language. The language attitude percentage scale is <50%, with a significant value of <0.05, (2) The language attitudes of the community toward the use of the first language in Paleteang Subdistrict, Pinrang Regency, based on gender, are adequate. This is reflected in the overall percentage result of the community's language attitude toward the use of the first language (Bugis or Makassar language), with a percentage greater than 50%. Both male and female attitudes are positive, with no significant difference in language attitudes (loyalty, pride, and awareness of norms) and a significant value of >0.05.

Early adult Chinese heritage speakers’ agency in their language practices in the United States: the role of relations

ABSTRACT As language policy and planning (LPP) is increasingly recognized as a multi-layered process involving multiple agents, the nature of their agency has gained significant attention in LPP research. In the context of heritage language maintenance in the United States, while extensive research has explored the agency of various grassroots agents, heritage speakers, as the actual language users, are often viewed as recipients of policy influences, and their LPP agency is not adequately addressed. This is particularly evident among adult heritage speakers who actively utilize their linguistic repertoire to forge social relations and accumulate social capital as independent social beings. Informed by relational sociology and social network analysis, this study aims to investigate the agency of early adult Chinese heritage speakers in the United States concerning their language practices and to explore how this agency interacts with their relational dynamics through qualitative approaches. Our findings indicate that their agency does not arise from a direct decision-making process regarding language choices. Instead, it emerges from a critical examination of the relational contexts in which they reside. By engaging in this reflective practice, they adapt their language practices to align with the co-action patterns inherent in their desired social relations.

The ecology of heritage language maintenance in the Polish community in Galicia: an ecolinguistic study

ABSTRACT Despite the popularity of Spain as a migration destination for Poles, research on heritage language (HL) maintenance in the Polish diaspora in this country remains scarce. This study explores motives and methods for maintaining Polish in multilingual families in Galicia, Spain, where at least one parent speaks Polish as their first language. Adopting an ecological perspective, we examine the linguistic environment, including Galicia's language policy where Spanish and Galician are official languages, and family-related influences. The study focuses on the holistic socialisation of children in their HL, emphasising the role of the Polish community and institutions. A qualitative triangulation method gathers data from focus groups, individual interviews, and ethnographic investigations, analysed through Bronfenbrenner’s Ecological Systems Theory, to ensure a comprehensive understanding of the circumstances under study. Findings reveal that children’s acquisition of Polish depends on various factors, including parental efforts to motivate and create meaningful interactions. This can be achieved by longer visits to Poland and building true bonds with extended family and Polish friends. Attendance at community schools significantly supports this process, especially in the case of children before puberty, highlighting the importance of recognising such organisations as powerful stakeholders in heritage language maintenance.

The teaching-learning process of children in the context of music as a tool in pedagogical actions: an integrative literature review

Early childhood education is crucial for fostering creativity and promoting cognitive, emotional, and social well-being in children. Music plays a fundamental role in this process, facilitating early language acquisition and communication skills. Using a systematic approach, studies published from 2020 to 2024 were identified and analyzed through databases such as Web of Science, Scopus, and SciELO. Inclusion criteria prioritized research exploring the integration of music into pedagogical practices, highlighting its cognitive, emotional, and social benefits for children. The methodology involved searching for specific keywords and applying Boolean operators to refine searches. After a rigorous screening process, 13 articles were selected for detailed analysis, addressing topics ranging from the impact of music on cognitive development to its application in formal and informal educational programs. Data analysis highlighted music as an effective tool for enriching learning experiences, enhancing language skills, and promoting the holistic development of children, contributing to more inclusive and effective pedagogical practices in early childhood education.

An Exploratory Investigation of Heritage and Educational Language Exposures as Factors in Medical Student Spanish Language Proficiency.

Prior to enrolling in medical Spanish courses, students typically acquire their Spanish skills either through formal second language education only (L2 learners) or by being exposed to Spanish during childhood at home (heritage learners). To categorize the language exposures of medical students who participated in a medical Spanish course and explore the associations of exposures with their medical language proficiency score on the Physician Oral Language Observation Matrix (POLOM). Forty-one fourth-year medical students (2021-2022) self-reported demographics and prior language exposures and participated in videorecorded POLOM-rated Spanish standardized patient encounters. To classify heritage Spanish-language exposures, we defined a three-category indicator: no, moderate, and high exposure. To classify formal language educational exposures, we created an indicator distinguishing students with advanced college-level study of Spanish versus all remaining students. Videorecorded encounters were scored by calibrated raters, yielding POLOM scores with a possible range of 6-30, with scores ≥23 indicating readiness for Spanish-concordant patient care. Nine participants (21.9% of 41) reported heritage Spanish exposure, with six (14.6%) reporting high exposure. Ten students (24.4%) reported advanced college-level study. POLOM scores were correlated with high heritage language exposure (r = 0.476, p = 0.0017) and advanced college-level study (r = 0.374, p = 0.0159). All who achieved the POLOM readiness threshold had high heritage Spanish exposure or advanced study (sensitivity 100%). Among those who scored below the threshold, 76% did not have high heritage exposure or advanced study (specificity 76%). High heritage exposure and advanced college-level study are correlated with medical Spanish proficiency, but not all students with high heritage Spanish exposure or college-level coursework are ready for Spanish-concordant care. Future work should further evaluate the proposed three-category heritage language exposure indicator with a larger sample and the effectiveness of educational activities to enhance medical Spanish proficiency for both L2 and heritage learners.

Translanguaging in sign language communities

Translanguaging in sign language communities

Heritage Language Maintenance and family relationship dynamics: A children’s perspective

Heritage Language Maintenance and family relationship dynamics: A children’s perspective

Asian American youth co-designing heritage language workshops for immigrant families: a community-based participatory research study

This paper is part of a larger community-based participatory research (CBPR) project in which three teacher educators and educational researchers collaborated with four Asian American youth to co-design and co-lead workshops aimed at fostering heritage language (HL) learning and maintenance among immigrant children and families. We focus on the perspectives and experiences of the youth participants who grew up maintaining Korean or Chinese as their HL. Specifically, we examine how they view HL learning, reflect on their own HL learning journeys, and draw on their HL knowledge and experiences in co-designing and co-leading the HL workshops. The key findings of this paper include: 1) shared belief and diverse paths in maintaining HL, 2) the HL workshops as spaces to leverage knowledge and expertise, and 3) building a community of HL support to sustain HLs in a predominantly monolingual society.

The acculturation challenge: A longitudinal investigation of acculturative stress and mental health of Chinese international students in Australia.

The Australian university sector had almost one million international students in 2024. This population faces significant mental health challenges that affect their wellbeing and academic success, but these issues have received minimal empirical attention. Past research reports that international students experience acculturative stress due to language barriers, lack of social support, and discrimination, which contribute to poor mental health. Current evidence lacks insight into the progression of acculturative stress over time. To address this gap, this study conducted a longitudinal investigation of the mental health profiles of 140 Chinese international tertiary students in Australia and 84 Chinese tertiary students in China (Mage=22.4, SD=2.7). Participants in Australia were assessed in 2023 after their arrival (T1) and then five months later (T2). Contrary to expectations, the groups did not differ on standardised measures of distress, loneliness, wellbeing, social support, and resilience. However, Chinese students reported greater acculturative stress, as measured by the Acculturative Stress Scale for International Students (ASSIS), at T2 than at T1. Participants reported that the most significant challenge in adapting to life in Australia were language barriers and communication difficulties (84.3%), which were rated more frequently than the academic demands of university (55.0%). Potential methodological limitations aside, the results suggest that Chinese students may benefit from resources, supports, and interventions that target specific areas of acculturative stress, particularly in relation to language proficiency, to optimise their health and study.

The Impact of Training Program Based on Kagan Structures in Improving the Instructional Competencies Among Non-Native Arabic Language Teachers in Jordan

Objective: This study aimed to reveal the effectiveness of the training program based on Kagan's structures in improving the teaching competencies of Arabic language teachers for non-native speakers. Theoretical Framework: Through the work of researchers in the field of teaching Arabic for other speakers, they have noted the weakness of Arabic language teachers for other speakers in teaching skills. This requires the design of a training programme to improve teaching skills among teachers and the inclusion of teachers in the atmosphere of successful teaching. Kagan structures are of great importance. They give teachers confidence in language education and communication with others, including learners, and increase their motivation towards the teaching profession. Method: The study sample consisted of (30) male and female teachers from the eTurn Institute and the Qased Center for Teaching Arabic to Non-Native Speakers in Amman. The two centers were chosen intentionally and the sample was distributed into two groups: an experimental group consisting of (15) male and female teachers who received training based on Kagan's structures, and a control group consisting of (15) male and female teachers who did not receive training based on Kagan's structures. To achieve the study objectives, the researchers prepared the training program based on Kagan's structures, a trainee's guide, and a list of teaching competencies and indicators indicating them. The scale was applied to the two groups before and after training. The researchers used the quasi-experimental approach to achieve the study objectives. Results and Discussion: The results of the statistical analysis showed that there were statistically significant differences at the significance level (α=0.05) between the experimental and control groups in the scale of teaching competencies, except for planning competencies, which are attributed to the training program based on Kagan's structures. Research Implications: The researchers recommended paying attention to improving the competencies of Arabic language teachers for non-native speakers in the field of planning for Arabic language teachers for non-native speakers, and improving the competencies of formative evaluation for Arabic language teachers for non-native speakers Originality/Value: Arabic has a high place among languages. It is a long-standing language with deep roots, rooted in history. Its sons strive to spread Arabic throughout the world in terms of language learning and teaching. The Arabic language attracts non-speaking learners from all over the world for public or private purposes. Some of them study Arabic for communication, military, or political purposes. Some of them study Arabic for informational and economic purposes. This has raised the importance of teaching Arabic among the world's languages.

Is structural priming a possible mechanism of language change in heritage language grammars? Some evidence from accusative clitic doubling in Spanish

Is structural priming a possible mechanism of language change in heritage language grammars? Some evidence from accusative clitic doubling in Spanish