Linguistic Backgrounds Research Articles

The role of language training in the formation of intercultural relations and mutual understanding

In recent years, the international dimension of higher education in the Russian Federation has become increasingly prominent, driven by both external and internal factors. Externally, the globalization of the economy, the creation of a unified informational educational space, and evolving labor market demands necessitate new specialist training standards. Internally, the growing strength of the Russian economy has led to a greater integration of foreign experts in various economic projects within Russia. Globalization has significantly transformed social life, emphasizing the importance of foreign language proficiency and intercultural professional communication skills. These competencies facilitate access to global knowledge and foster mutual understanding among people from diverse linguistic and cultural backgrounds, particularly in professional settings. Intercultural communication, which integrates insights from various scientific disciplines, seeks to identify and address the root causes of issues arising from interactions between different cultures, aiming to mitigate and resolve these challenges effectively.

ПЕРЕДАЧА ПРАГМАТИЧЕСКОГО ПОТЕНЦИАЛА В ВЫСТУПЛЕНИЯХ ЭКОАКТИВИСТОВ (В ОРИГИНАЛЕ И ПЕРЕВОДЕ)

The article examines the characteristic features of pragmatic meaning implementation in such pragmatically intense texts as eco-activists’ speeches. It also analyzes some variants of their translation in the aspect of reproduction of the original pragmatic potential. It has been found that in most cases the pragmatic potential is realized through an appeal to universal categories that coincide with the general worldview, regardless of the linguistic and cultural background of the audience, such as unity, equality, well-being, and children. In terms of structural and lexical content, the speech units under study do not appear to be of any significant difficulty in translation due to the genre features of public speeches aimed at the wide audience. In this regard, the translation can preserve the exact meaning of the original, have an equal perlocutionary effect and methods of achieving it. Distortion of the pragmatic potential or its loss occurs in the case of culturally marked units present in the original. As a result, the pragmatic potential does not coincide in the original and its translation. However, the percentage of such expressions in our study is relatively low.

Internalization of multicultural education in improving students' multicultural competence.

This article aims to describe multicultural education in improving students' multicultural competence. It is very important to teach multicultural values in the school environment to help students understand the importance of mutual respect. Multicultural education is very significant for its application in Indonesia, in the midst of racial, religious, cultural, and customs diversity. This study uses a qualitative research approach with the Meta-Synthesis method to map research results from several kinds of literatures. The number of articles studied in this research was 27 articles. School is the most effective place in developing students' multicultural competence; therefore, schools must implement learning that prioritizes multicultural principles without discriminating against cultural, racial, linguistic, and cultural backgrounds of students. The results of this study indicate that 1). The concept of multicultural education applied in schools is able to increase students' multicultural competence and 2). Students are more open to dealing with existing differences. As for the results of research in an elementary school education environment which is the object of research, this is based on the importance of multicultural education being implemented from an early age. Multicultural education is very important to increase awareness and tolerance among students. By internalizing multicultural education, students can interpret differences as a matter of course and make students more open to others both in the school environment and in the community environment.

Understanding the Challenges of Language Barriers in Healthcare

This study aims to explore the challenges posed by language barriers in healthcare settings, examining their impact on communication, patient safety, access to services, cultural understanding, and professional practices. The goal is to identify effective strategies for mitigating these barriers to improve healthcare delivery and outcomes for patients with limited language proficiency. This qualitative research employed semi-structured interviews to gather in-depth insights from 27 participants, including healthcare professionals and patients from diverse linguistic backgrounds. Data collection continued until theoretical saturation was reached. The interviews were transcribed and analyzed using NVivo software, following a thematic analysis approach. Key themes and subthemes were identified to understand the multifaceted challenges of language barriers in healthcare. Thematic analysis revealed five primary themes: communication issues, patient safety concerns, access to services, cultural barriers, and professional challenges. Language barriers led to frequent misunderstandings, incorrect diagnoses, and treatment errors. Patient safety was compromised due to medication errors and delayed treatments. Access to services was hindered by limited availability of interpreters and inadequate translation services. Cultural misunderstandings and trust issues further complicated healthcare interactions. Healthcare professionals faced stress and burnout due to inadequate training and resource constraints. These findings align with existing literature, emphasizing the pervasive impact of language barriers on healthcare delivery. Language barriers significantly affect healthcare quality and patient outcomes, necessitating comprehensive strategies to address these challenges. Effective interventions include investing in professional interpreter services, training healthcare providers in cultural competence, establishing clear institutional policies, and leveraging technology to improve communication. By implementing these strategies, healthcare systems can enhance patient safety, satisfaction, and access to care, ensuring equitable healthcare for patients with limited language proficiency.

The Linguistic Background of the Modern Process of Educating Future Teachers

The author makes an attempt of sociocultural and sociolinguistic analysis of how the content of everyday speech and quasi-professional speech background affects the educational process in higher education for future teachers. The negative influence of obscene vocabulary in students’ everyday speech and foreign language borrowings in the vocabulary of the educational process on the professional formation of future teachers was revealed. The scientific novelty of the study lies in the fact that it is proved that the linguistic background of modern everyday and quasi-professional speech heard by modern students does not stipulate their future professional formation. In this regard, the counteraction to profanity and unjustified foreign language borrowings in the teaching process of pedagogical universities should be considered not in the general pedagogical context and not in the context of the formation of «flexible competences», but as a task to form professionally necessary pedagogical qualities.

Dynamics of Language Interaction in Multicultural Urban Communities: Analysis of Socio-Cultural Linguistic Environment

This research undertakes a thorough exploration of the intricate dynamics characterizing socio-cultural linguistic interactions within multicultural urban communities, with a specific emphasis on language usage patterns. Employing a qualitative methodology, the study meticulously examines data gathered through participatory observation and interviews conducted with individuals representing diverse cultural and linguistic backgrounds. The findings illuminate the central role played by identity, power dynamics, and stereotypes in shaping the formation and utilization of language within the complex tapestry of multicultural societies. Individuals navigate their language choices based on perceived power dynamics and societal expectations associated with their cultural identities, highlighting the profound interplay between socio-cultural factors and linguistic practices. Furthermore, the study underscores the influence of cultural blending and technological advancements on language usage, showcasing how interactions among diverse cultural groups contribute to the rich linguistic diversity observed in urban settings. By offering a comprehensive analysis, this research provides valuable insights into the nuanced ways in which socio-cultural contexts shape language interactions, thus contributing to a deeper understanding of intercultural communication dynamics and offering implications for promoting social cohesion within multicultural communities. Ultimately, this study underscores the significance of recognizing and appreciating the complexities inherent in language use within diverse urban environments, paving the way for more inclusive and effective communication strategies tailored to meet the needs of multicultural societies.

A Comparative Analysis of Aspiration Errors among Postgraduate Students from Pashto and Punjabi Language Backgrounds

This research investigates pronunciation errors in English, specifically focusing on aspiration among postgraduate students from Pashto and Punjabi backgrounds at a public university in Lahore. It aims to identify the distinct pronunciation challenges faced by these groups when learning English as a second language. Voice recordings of participants reading a selected passage from "The Dreams of Tipu Sultan" by Girish Karnad are analyzed, particularly focusing on words containing aspirated sounds, like the /t/ phonic. The study includes participants from both linguistic backgrounds to ensure diversity. Analysis reveals that Pashto speakers generally demonstrate better pronunciation proficiency with fewer errors, while Punjabi speakers struggle more with aspirated sounds, notably the /t/ phonic. These findings align with existing literature, emphasizing how the native language's phonological system influences English pronunciation. The research contributes to understanding language acquisition and suggests tailored teaching approaches for diverse student populations, emphasizing the need for customized interventions to improve English proficiency among Pashto and Punjabi speakers in multicultural academic settings.

Assessment of the Translation of Metaphor and Simile in Selected Quranic Verses into English

Translating the Quran enables a broader global audience, including those unfamiliar with Arabic, to connect with its teachings, fostering engagement among individuals from diverse linguistic backgrounds. It employs an elegant approach to elucidate this intellectual concept by employing figurative language to present ideas for better comprehension. The primary objective of this study is to assess the most effective approach for translating figurative language, such as similes and metaphors, found in the Holy Qur'an. Selected translation samples are used to analyze the different techniques applied in translating these elements within the Quranic text. Furthermore, the study seeks to identify processing methods followed by translators when dealing with Quranic similes and metaphors, analyzing them to gauge the level of equivalence between translation techniques and the intended meanings. The analysis is based on three specific translations: Abdallah Yusuf Ali's English translation "The Holy Quran", Al-Hilali and Khan's translation of “The Nobel Quran, English Translation of the meanings and commentary”, and Arthur John Arberry's translation "The Holy Koran". Through a careful examination of selected samples, this study highlights that the chosen translators employ diverse techniques and procedures to convey the authentic meaning of these figurative expressions. However, due to the inherent challenges and obstacles faced when translating similes and metaphors, there are instances where the translators fall short of reproducing the same imagery and impact as the original expression. In essence, they found in the source text.

Implementing CLIL in a Japanese prefectural university: Reflecting on research-based pedagogy

This study investigated the beliefs and practices of two English language teachers - an English as an Additional Language (EAL) speaker and an Anglophone speaker - towards Content and Language Integrated Learning (CLIL) at a regional Japanese university offering English medium instruction (EMI). Established in 2009, the university offers students EMI in the fields of international studies and regional development and international economy and prepares 1st grade students in a compulsory English for Academic Purposes (EAP) programme adopting a CLIL approach. This study examined how the two teachers conceptualized and implemented their CLIL syllabi and what limitations and opportunities CLIL offered. Qualitative data elicited from a collaborative autoethnography (CAE) revealed CLIL as both a bridge into EMI and post-university life. For this purpose, both teachers scaffolded language and content materials, especially with general cultural and social science themes. Translanguaging was important in developing pragmatic integration of students' Japanese in classes. Difficulties were noted in teaching higher cognitive skills due to the test focus of secondary education. Pedagogically, both shifted along a CLIL continuum between language and content foci according to student needs. The perceived limitations stressed the problematic balance between content and language and a lack of a language threshold before embarking on CLIL. Further issues raised were the paucity of teacher development in CLIL and tension between content and language teachers in syllabus design. Finally, opportunities were mentioned in the knowledge transfer between content and language classes and the development of autonomous collaboration. Of final note, the teachers' linguistic backgrounds were seen as important for students. Overall, implications for this study suggested that teaching practitioners can reinforce their classroom instructions with research knowledge.

Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory

Background: There are many factors in determining language proficiency among university students. Identifying these factors can help the teaching and learning process to move forward more quickly and effectively.
 Purpose: This study aimed to explore the relationship between social, cultural, and linguistic factors and the language proficiency of 221 medical and paramedical students at Shiraz University of Medical Sciences to identify if these factors contribute to language proficiency as an effective variable in students’ communication, academic performance, and quality patient care.
 Method: The authors administered a questionnaire on these factors' role and a proficiency test. Then, they ran Pearson's correlation coefficient and multiple regression analyses to determine the relationship and effects of such factors concerning language proficiency.
 Results: The t-test revealed a statistically meaningful difference between medical and paramedical students concerning both mean scores of proficiency and cultural factors. The results indicated only social and cultural factors statistically correlated with paramedical students’ proficiency. Furthermore, none of these factors built any relationship or exerted any effects on the proficiency of medical students.
 Conclusion: The results implied that educational policymakers should consider the existing differences between university students of different fields since they come from different sociocultural and linguistic backgrounds that have affected the academic stance in which they are studying. Moreover, the findings necessitate encouraging the policymakers and university lecturers to enhance their sociocultural competencies to adapt and fulfill the needs of such students and highlighting the roles of the family's socioeconomic positions through some workshops since the role of the family is an important variable in determining the extent to which a learner has acquired a specific cultural competence.

Assessing Speech Production in Mandarin–English Bilingual Children: Comparison of Mandarin and English Sound Systems and Special Considerations

Purpose: When assessing bilingual children's speech, it is important to determine whether the errors are indicative of a true speech sound disorder or a speech sound difference. The purpose of this tutorial is to provide cultural and linguistic background of Mandarin in comparison to English and to outline the process of speech production assessment for Mandarin–English bilingual children. Method: Pertinent literature was reviewed around varieties of Chinese, unique features of the Mandarin sound system, commonly used transcription methods (International Phonetic Alphabet and Pinyin ), and patterns of Mandarin-influenced English. Previous research findings on the acquisition of consonants, vowels, and tones in monolingual Mandarin-speaking children were summarized. Results: The assessment process including consonants, vowels, tones, syllable structures, and lexical stress was described and illustrated with flow charts. Recourses related to cultural and linguistic information of Mandarin and accessible assessment materials are referenced. Conclusions: A thorough knowledge of a child's language background is crucial in planning assessment of speech production for Mandarin–English bilingual children. A comparative understanding of the sound systems of Mandarin and English facilitates clinical decision making.

Assessing Computer Literacy and Socioreligious Perspectives among First-Year Cadets in International Maritime Education at Maritime Institute Jakarta (STIP Jakarta)

This academic research delves into the critical examination of the computer literacy and socioreligious perspectives of first-year cadets enrolled in the International Maritime Education programme at Maritime Institute Jakarta (STIP Jakarta). The study focuses on 200 randomly selected cadets who represent a diverse range of cultural and linguistic backgrounds within Indonesia. As future global officers, these cadets are integral to the maritime sector's international landscape and are expected to communicate fluently in English, adhering to the standards set by the International Maritime Organization's International Maritime Education and Training (IMO-STCW) guidelines. The research is centred on the first semester cadets, freshly graduated from senior high school, enrolled in three majors: Nautical, Technical, and Port and Shipping Management. These majors collectively contribute to the production of qualified seamen, deck officers, and engine officers. The investigation employs qualitative research methods and descriptive analysis to comprehend the cadets' competences in computer literacy. The focal point is the introductory study of computer science and maritime technology tailored for the Nautical and Technical majors. Moreover, the research incorporates an examination of the socioreligious dimensions influencing the cadets' perspectives on their educational journey. Given that the cadets hail from diverse regions of Indonesia, they bring with them a rich tapestry of linguistic and cultural practices, utilising both Bahasa Indonesia and their traditional languages in their daily lives. The study aims to understand how these socioreligious factors intertwine with their academic pursuits and adherence to international standards. In conclusion, this research contributes to the broader discourse on maritime education by providing insights into the intersection of computer literacy, socioreligious perspectives, and international competencies among first-year cadets. The findings are expected to inform educational strategies and policies to better prepare cadets for the evolving demands of the global maritime industry.

MATERIALS ANALYSIS OF THE ENGLISH TEXTBOOK FOR THE TENTH GRADE STUDENTS IN INDONESIAN ELT CONTEXT

Selecting course books involves matching the material with course objectives and learners' needs. This study examined the “Bahasa Inggris SMA/MA/SMK/SMAK Kelas X Semester 1 English” textbook material using the McGrath, Cunningsworth, and National Education Standards Agency (BNSP) guidelines to develop an appropriate standard for a textbook evaluation. The blueprint of material evaluation consists of three major stages: pre-evaluation, evaluation, and post-evaluation. The level of compliance was divided into three categories: Yes (= 2 points), No (= 0 points), and Partly (1 point) for the purposes of tabulation and statistical data analysis. This simplified the discussion of the results by allowing a raw score of 0 to 2 for each of the categories examined. The research demonstrates that the textbook is appropriate for use as a teaching tool. The results suggest that there are some highlights for the material evaluation. The provided activities ought to be well-rounded enough to grab the students' interests. Incorporating genuine texts from actual settings can offer students a true immersion in authentic spoken language, aiding them in effectively practicing language skills for real-life communication. It is important to include representations of gender equality and diverse ethnic groups to cater to the needs of students from various cultural and linguistic backgrounds.

Role of English Language as a Global and Economical Language Around the Globe: A Case of Kachru's Model

This paper attempts to examine 'World Englishes' (WE) with connectivity to English as an International Language (EIL), Applied Linguistics and socio-linguistics. In the light of Kachru's model of English Language in the late 20th century. This model has three circles, inner circle, where English is used as native language, Outer Circle, mostly former colonies of British Empire, such as Singapore, India, Kenya, Ghana, Malaysia, Pakistan and others, and 3rd is Expanding Circle, include countries in which English is known as Foreign Language in schools and universities, mostly for communication and business or economic purposes as well with Inner and Outer circles. The term "English language" refers to various interesting and notable features, patterns, or aspects of the English language. These phenomena can encompass a wide range of linguistic phenomena, including grammar, vocabulary, pronunciation, syntax, idioms, and more. English holds significant importance around the world because English is the most widely spoken language globally. It serves as a common language of communication among people from different linguistic backgrounds. Proficiency in English enables individuals to connect with a broader range of people, both in personal and professional contexts. English is the language of international business and economics as well. It facilitates global trade, negotiations, and collaboration between companies and individuals from different countries. Proficiency in English enhances employability and career opportunities, particularly in multinational corporations and industries with international reach. It recognizes the importance of both native and non-native varieties of English and acknowledges that each circle has its own linguistic norms, purposes, and language development. The study informs us that Kachru was an original thinker not in the field of English Language including applied linguistics, multilingualism, bilingualism, language policy, language creativity, code mixing, code switching, cross-cultural communication, sociolinguistics but also in the domain of politics of language and so many other issues including cross-cultural awareness.

The role of applied linguistics and language discourse analysis in English language teaching

This paper examines the relationship between applied linguistics and language discourse analysis in English language teaching. It explores the significance of these fields in enhancing language learning and teaching practices. The article discusses the theoretical foundations of applied linguistics and language discourse analysis. This study shows that applied linguistics and language discourse analysis share a close relationship as they both investigate language use and its practical applications. It is stated that it is essential to recognize the diversity of students’ linguistic and cultural backgrounds. This can be achieved through a variety of approaches, including the use of discourse in language teaching and cultural responsive teaching. The significant contributions that applied linguistics and language discourse analysis have made to English Language Teaching, there is a strong call for continued research and implementation of these approaches in language teaching contexts. Furthermore, future research should focus on the effectiveness of different approaches and techniques in promoting applied linguistics and language discourse analysis in English language teaching.

Embodying intercultural communicative competence in French L2 video reflections: Illustrating skills, knowledge, and attitudes

Research has long touted and recently confirmed the importance of intercultural communicative competence (ICC) — the ability to appropriately communicate with those from diverse sociocultural and linguistic backgrounds — in second language (L2) teaching and learning. Additionally, while multimodal course materials have contributed to learners’ ICC, the link between students’ embodied modes (gestures, facial expressions, body movements) and ICC remains under-explored. Building on ICC and the social semiotic theory of multimodality, this study blends multimodal transcription and conversation analysis to examine how 73 university undergraduate learners of L2 French used embodied modes in 188 asynchronous video reflections and how these modes accompanied demonstrations of ICC skills, knowledge, and attitudes. Findings indicate that gestures and facial expressions indicated students’ demonstrations of the ICC skills of observing, analyzing/interpreting, evaluating, relating, listening, questioning, researching, and problematizing. Further, embodied modes demonstrated students’ retrieval and communication of cultural and sociolinguistic knowledge. This study has implications for online language learning and enhancing ICC through virtual multimodal assignments.

Språkanvändning och språkval i undervisningen av svenska som det andra inhemska språket: läraruppfattningar om språklig praxis i tre olika lärokurser

In this article, we focus on the language practices of teaching Swedish as second national language in Finnish-medium primary schools. We examine teacher perceptions of the linguistic repertoires of the student group as well as of language use and language choices in the classroom. The analysis is based on interviews with teachers of different Swedish syllabi. The results show that some Swedish teachers see their students and groups as monolingual, while others both see and strive to acknowledge the students’ multilingualism. In general, the Swedish teachers consider themselves aware of the students' linguistic backgrounds. The study further shows that there is variation in the use and dominance of individual languages in Swedish teaching, with focus on Swedish and Finnish, and that there are differences in how teachers perceive language use and language choice between the different actors in the classroom. These differences are related to the characteristics of the three syllabi and divergences in the local linguistic contexts. Although all teachers who participated in this study teach the subject of Swedish as second national language, their descriptions of the language practices varied in terms of language choices and multilingualism in the classroom. The pattern that emerges is that communication in the classroom according to the teachers is more Swedish-dominated in the native-level Swedish syllabus whereasthe classroom in the B1-Swedish syllabus is more Finnish-dominated. The linguistic practices in A-Swedish classrooms move between these two alternatives. The study gives insight to the de facto language policy of the classroom, which is of central importance for the possibility of enhancing a language pedagogy in accordance with today’s approach to language teaching and multilingualism.

Procopius teaching methods in elementary schools during the Justinian era

In our era the main characteristic of Greek classrooms is the presence of students with diverse linguistic and cultural background. That’s why teachers must use the needed strategies that ensure that all students and especially the students with diverse linguistic and cultural identity can work successfully in this environment. Emphasis is given in the way the lesson of history is taught, as it is one of the most difficult lessons and that’s why for its effective teaching, teachers should use the principles of new pedagogy and combine elements of culture, art and new technologies, so that they can disgust the sterile decontamination, by promoting the active learning and participation of pupils. The teaching of history is difficult for the students with diverse cultural and linguistic identity, and that’s why in this article is presented the design of a project which uses functional linguistics constructs in the effort to give the chance to history teachers to promote the talk of students about language and content. The project in this article is based in the teaching of the language of history in the years of Justinian 527-565, which are very important for the development of Byzantium. Also, their main characteristic is the combination of the culture of Byzantium, Rome and the neighboring peoples of Byzantium and of iudaismus and christianism, which will be presented and evaluated in this research. Also, this project will be based on the use of Procopius' teaching in primary school and the dialogue between Byzantium and its neighboring cultures, by giving emphasis on god and fortune and on cultures that occupied Procopius, who lived in Justinian's years. Essentially, in this research all these themes will be emerged through the study of the Tit's arch and other Jewish and Christian objects in this period, by presenting the role of historical literacy in elementary school and finally its influence by culture, art and the cooperation between schools and museums.

EXPERIENCES OF RACISM IN HEALTH AND LIFE-COURSE RESEARCH: A MEASUREMENT BOOKLET AND RECOMMENDATIONS

Abstract Numerous, interconnected fields of research study racism, and health inequities emerging from systemic racism. Researchers who are interested in strengthening this work may, however, find themselves at a loss as to where to begin. They may not have a conceptual framework that informs their choice of measures and approaches. They may also lack awareness of appropriate measures, that they can choose from to create impactful work. To meet this need, we create a research-community asset for the measurement of racial identity, intrapersonal/internalized racism, interpersonal racism, institutional racism, and structural racism, with an emphasis on measuring these experiences and their impact on health across the life course. Where applicable, we provide guidance on scoring. The asset is prescriptive in what measures it offers to readers, and in terms of the multi-level theoretical framework that we use to inform our selection. However it is also agnostic about health outcomes or research designs, and we provide measures that are applicable to self-report and administrative data sources, in order to be applicable to as many different researchers as possible, both in academic and community-engaged settings. We also provide some general guidance for translation into different languages, to be inclusive of respondents from diverse linguistic backgrounds.

Breaking the barriers: overcoming dementia-related stigma in minority communities.

Dementia is a global health concern that affects individuals irrespective of their cultural or linguistic backgrounds. However, research has long recognized the pronounced stigma associated with dementia, particularly within Culturally and Linguistically Diverse (CALD) communities. This article seeks to summarize the underlying factors contributing to the heightened levels of dementia stigma within CALD communities, through a review of the literature. Our examination shows that cultural beliefs, language barriers, limited awareness, and the impact of migration on perceptions of aging and cognitive decline are contributing factors. Consequently, our analysis highlights the need for tailored, culturally appropriate interventions aimed at mitigating stigma and enhancing dementia care within CALD populations. Our proposed solutions, built on a social-ecological approach, highlights the critical role of collaborative efforts involving policymakers, healthcare providers, community organizations, and CALD community members in fostering a more dementia-inclusive society. This perspective piece aims to shed light on the distinct challenges faced by CALD communities, while advocating for a holistic approach to redefine perceptions and care strategies tailored to these populations.