In dialogue, speakers tend to align linguistic expressions with those by their interlocutor; such linguistic alignment is adjusted in light of their interlocutor's demographic attributes (e.g., more alignment with a non-native than a native interlocutor) in order to facilitate communicative success (a phenomenon known as interlocutor modelling). This study investigated whether speakers align with their interlocutor in their perspective of reference (e.g., referring to a person as a doctor in terms of their occupation or wearing a white coat in terms of the appearance) in Mandarin Chinese. More importantly, we further examined two hypotheses regarding such perspective alignment (if any). First, we tested whether perspective alignment is larger with a linguistically less competent interlocutor (a child interlocutor compared to an adult interlocutor in Experiment 1; a non-native-speaking interlocutor compared to a native-speaking interlocutor in Experiment 2). Second, we tested whether perspective alignment is further modulated by the nature of interaction between participants and their interlocutor: In a communicative task, participants took turns to describe a picture of a person so that their interlocutor could click on the described picture, while in a non-communicative task, participants and their interlocutor took turns to describe pictures without the need for the other person to click on the described picture (crucially, participants were informed that their interlocutor could not hear them due to a technical failure). We found that participants demonstrated greater perspective alignment with linguistically less competent interlocutors in both tasks. Such an interlocutor effect was observed in both the communicative and non-communicative tasks, though it was more pronounced in the former than in the latter. These findings suggest that interlocutor modelling during conceptualization involves both strategic and implicit components. While speakers adjust their utterances based on their interlocutor's demographics to enhance communicative success, such interlocutor-specific adaptations may also be guided by mechanisms operating below conscious awareness, even in the absence of explicit communicative goals.

ABSTRACT This article examines recruitment practices for Māori-focused positions within Aotearoa New Zealand’s library and information management sector, in the context of Te Tiriti o Waitangi obligations and the long- standing need to strengthen Māori workforce capacity. Analysis of 37 position descriptions and eight interviews with library leaders shows that, while professional library qualifications remain desirable, employers increasingly prioritise cultural and linguistic competencies in tikanga Māori, mātauranga Māori and te reo Māori. This shift reflects both the limited availability of qualified Māori librarians and growing recognition that Māori knowledge systems are essential for culturally grounded services. However, expectations vary widely across the sector, with inconsistent requirements and frequent omissions of mātauranga Māori. Most roles were permanent, full-time positions, though salary ranges were often unclear. The findings highlight the need for more consistent, culturally informed recruitment practices, improved salary transparency, and supportive environments that enable Māori staff to thrive.

To evaluate whether GPT-4.1 and Llama 3.3 70B, large language models (LLMs) assessed in zero-shot, baseline configurations, detect and categorize clinically consequential errors across types that range from pattern-based to reasoning-dependent. Two hundred fifty-six radiology reports encompassing CT (n = 104), MRI (n = 104), and X-ray (n = 48) studies across multiple anatomical regions were retrospectively analyzed. For each original report, four variants (n = 1024) were generated, each incorporating one of four predefined error types: E1, anatomical mislabeling that could cause wrong-site actions; E2, physiologically impossible or nonsensical findings; E3, diagnostic inconsistencies that affect staging or diagnosis; E4, inappropriate recommendations. The evaluated models were GPT‑4.1 04-14) and Llama 3.3 70B, both used without domain-specific training or prompt optimization to assess baseline model performance. Model performance revealed a systematic hierarchy governed by error type and imaging modality. Physiologically impossible errors (E2) showed the lowest performance: 46.2% (CT) and 33.7% (MRI) for GPT-4.1, compared with 32.7% and 25.0% for Llama 3.3, respectively. Overall success for GPT-4.1 on E2 was 16.3% (CT), 8.7% (MRI), and 12.5% (X-ray). Mislabeling errors (E1) were detected in 49.0% by GPT‑4.1 and 33.7% by Llama 3.3 for MRI. Best performance occurred for inappropriate recommendations (E4), with GPT‑4.1 achieving 85.4% detection in X-ray with high classification accuracy. The evaluation framework and benchmark dataset provide a methodology for assessing LLM performance on clinically significant errors. Applied to GPT-4.1 and Llama 3.3 70B in zero-shot settings, the framework reveals a performance gap between pattern-based and reasoning-dependent error detection that warrants investigation across additional models and optimization strategies. Question LLMs are increasingly used for quality assurance of radiology reports, but whether their linguistic competence translates into the detection of clinically significant errors remains unclear. Findings Error detection was type-dependent, both GPT-4.1 and Llama 3.3 70B performed poorly on physiologic and anatomical errors, but better on inappropriate recommendations. Clinical relevance LLMs failed to detect most clinically consequential errors in radiology reports, especially physiologically impossible statements that trained radiologists would rapidly identify.

This article explores the transformative impact of generative AI and digital tools on communicative language learning, with a focus on encouraging learner autonomy, critical engagement, and devel oping higher-order thinking skills. Drawing on classroom experience and interdisciplinary re search, it examines both the promise and the pit falls of integrating AI into educational practice, es pecially among Gen Z learners. The discussion highlights risks, such as the ELIZA effect and AI driven misinformation, while also emphasizing AI’s potential as an adaptive digital language assis tant capable of offering personalized feedback and interactive dialogue. Through practical examples and linguistic activities, this article illustrates how tasks like image generation, role-play, and prompt engineering can enhance linguistic competence and intellectual agility. Ultimately, it advocates for responsible integration, encouraging educators to harness AI tools to complement human instruc tion, uphold academic integrity, and promote reflective, learner-centred methodologies

The article examines the effectiveness of teaching writing through fan fiction in an EFL university context. The study aims to investigate the pedagogical potential of fan fiction as a tool for improving students’ writing skills in textual organization, linguistic competence, and creative expression. The study’s significance lies in addressing the gap between traditional academic writing instruction and contemporary participatory digital literacy practices by exploring fan fiction as a learner-centered approach to EFL writing pedagogy. The study employs a mixed-methods quasi-experimental design involving 48 undergraduate Philology students at Uzhhorod National University. Participants were divided into an experimental group engaged in fan fiction-based writing activities and a control group following a traditional academic writing syllabus. Data collection included pre- and post-test writing tasks, questionnaires, interviews, and classroom observations. Quantitative data were analyzed using paired t-tests and mean score comparisons. The results demonstrated statistically significant improvement in the experimental group (t = 9.84, p < 0.001), with a large effect size (d = 1.21), particularly in content development, coherence, creativity, and learner engagement. The findings suggest that fan fiction-based instruction enhances writing performance by fostering motivation, reducing writing anxiety, and supporting narrative competence and collaborative learning. The study confirms that fan fiction can function as an effective pedagogical resource in EFL writing instruction. However, the findings are limited by the relatively small sample size, single-university context, and short duration of the intervention.

Abstract This study examines the relationship between educational language policies and national identity construction in Portuguese-speaking countries during the postcolonial era. Through a comparative case study methodology employing critical discourse analysis and policy ethnography, the research analyzes how language planning strategies embedded within educational policies contribute to the construction and reconstruction of national identity across Lusophone nations. The study reveals three dominant characteristics shaping contemporary language planning approaches: the persistent hegemony of Portuguese as the primary medium of formal education, the marginalized status of indigenous and local languages despite constitutional recognition, and increasing tensions between linguistic pragmatism and cultural authenticity in postcolonial identity formation. The analysis demonstrates that Portuguese dominance in educational systems creates hierarchical identity structures where Portuguese proficiency becomes synonymous with full citizenship participation, while speakers of indigenous languages face systematic disadvantages that reproduce colonial-era inequalities. The findings suggest that educational language policies function as subtle instruments of cultural hegemony that shape not only linguistic competencies but also fundamental categories of national belonging. The research contributes to postcolonial linguistics scholarship by providing systematic analysis of how educational language policies operate as mechanisms of both cultural domination and resistance, offering evidence-based insights for developing more equitable and culturally responsive language planning frameworks.

Teaching English to large and varied student populations has made adaptive, learner-aware resource recommendation a pressing need, yet most deployed systems still lean on collaborative filtering or content heuristics that read learners only at the surface. Such systems tend to stumble in four recurring ways: they miss the finer grain of linguistic competence, they reason over sparse and brittle knowledge associations, they falter whenever a learner or a resource is new, and they rarely travel well to settings their training never saw. We address these problems together through a framework in which a large language model and a knowledge graph inform one another, their match to each learner mediated by a fitness function adapted from ecological niche theory. The language model reads a learner's own writing to estimate evolving competence and proposes relations that fill thin regions of the graph, while the graph keeps the model's inferences anchored to the prerequisite and difficulty structure of English. A niche fitness score then judges how closely each resource's demands meet a learner's needs, and a path generator orders the survivors into prerequisite-respecting study sequences. On logs from 3,214 learners, 12,486 resources, and 287,653 interactions, the method reaches a Precision@5 of 0.782 and an NDCG@10 of 0.724, ahead of five baselines. Ablation was, frankly, the part that surprised us: the niche filter matters more to ranking quality than the model's semantic re-scoring. A three-axis generalization protocol, splitting transfer across learners, resource types, and difficulty levels, yields a composite index of 0.863, with cold-start decay held to 18.3%.

This study examined the relationship between teachers' English proficiency and their instructional delivery effectiveness at Mobo National High School. Utilizing a descriptive research design with validated surveys, the study analyzed a teaching staff predominantly composed of mid-career, highly qualified female educators, 77% of whom hold master's degrees or units. The findings revealed that the teachers possess high English proficiency, scoring highest in grammar and structure (4.43 weighted mean), followed by oral communication (4.12) and vocabulary breadth (3.95). Consequently, their instructional delivery proved effective, with strong performances in lesson presentation (4.17), classroom management (4.03), and student engagement (3.98). A significant positive correlation was established: higher linguistic competence directly enhances lesson clarity and classroom interaction. Despite these proficiencies, teachers face critical instructional bottlenecks. Foremost among these are student-centered challenges, particularly severe student language anxiety and fear of making mistakes in an "English Only" environment. These hurdles are compounded by institutional constraints, including large class sizes that restrict individual practice, and a lack of modern audio-visual technology. To bridge these gaps, the study recommends targeted professional development workshops, modernizing classroom technology, reducing class sizes, and implementing student-centered, scaffolded lesson plans to alleviate language anxiety.

ABSTRACT The BIPA (Bahasa Indonesia for Foreign Speakers) program is a cultural diplomacy initiative by Indonesia’s Language Development and Cultivation Agency aimed at promoting the Indonesian language and culture globally. This study examines Sahabatku Indonesia untuk Pelajar BIPA 1 textbook (2019), specifically the Wawasan Keindonesiaan (Insight into Indonesia) sections, to explore how Indonesian and multicultural values are represented. As the introductory textbook in the BIPA series, it plays a foundational role in shaping learners’ understanding of the language and cultural context. Using Critical Discourse Analysis (CDA), the study reveals that the textbook effectively embeds national and multicultural values through culturally significant vocabulary and visual content. Themes of respect, unity, and diversity are emphasized, offering learners not only linguistic competence but also deep cultural insights. Thus, the textbook functions as both a language learning resource and a cultural diplomacy tool, fostering an appreciation of Indonesian values among foreign learners.

ABSTRACT This paper examines how English education in South Korea has become a site of moral negotiation and ideological contestation. Once associated with global mobility, English now signifies both aspiration and inequality. Adopting a post-qualitative approach that ‘thinks with theory’, the study brings Bourdieu’s concept of cultural capital and Foucault’s notion of governmentality into dialogue with policy documents, media editorials, and academic debates. It introduces the concept of moralised capital to explain how linguistic competence is evaluated not only economically but also morally. The analysis shows how moral vocabularies formed during early globalisation continue to shape contemporary debates on fairness and educational virtue. Situating English education within the moral economy of post-neoliberal Korea, the paper argues that the ‘English question’ constitutes a form of moral politics. It concludes by proposing pedagogical rationality as a way to decouple proficiency from moral judgement and restore communicative agency.

ABSTRACT Multilingual communication represents critical infrastructure for tourism competitiveness, yet theoretical frameworks inadequately explain how linguistic competence operates in peripheral destinations with limited formal education and shifting power dynamics. This ethnographic study examines multilingual communication practices among tourism stakeholders in Moyo Island, Indonesia, through six-month fieldwork involving 25 stakeholders and 40 tourists. The research addresses four theoretical gaps: linguistic capital operation without formal credentialing systems, Communication Accommodation Theory application in multilingual contexts, technology-human integration, and communication dynamics under asymmetric power relations. Empirically, stakeholders deploy sophisticated multilingual strategies positioning English as lingua franca while incorporating Japanese, French, and Sumbawa elements. The study demonstrates that multilingual capabilities generate satisfaction differentials and economic advantages, understood primarily through qualitative mechanisms of cultural mediation, relationship building, and identity negotiation. These mechanisms are grounded in empirical findings presented in the Results section, from which four theoretical contributions emerge inductively and are developed in the Discussion. These contributions converge toward ‘Dynamic Linguistic Capital Theory for Tourism’, providing conceptual tools for understanding multilingual communication in contexts characterized by informal learning, linguistic diversity, technological mediation, and shifting power relations.

This study examines the pedagogical potential of artificial intelligence (AI) to promote metalinguistic reflection in the teaching of French as a foreign language (FFL) within the context of initial teacher training. The research focuses on analysing the interaction between metalinguistic reflection, plurilingual competence and the didactic integration of AI tools in the learning of idiomatic expressions, an essential component of everyday language which, despite its communicative relevance, often occupies a marginal place in language teaching curricula due to its semantic, cultural and pragmatic complexity. This research describes a teaching experience implemented during the 2025–2026 academic year in the course ‘Foreign Language for Teachers – French’ within the Bachelor’s Degree in Primary Education at the University of Valencia. The intervention was structured around a teaching sequence focused on the learning of idiomatic expressions, based on a metalinguistic reflection approach centred on interlinguistic comparison between the languages present in the students’ linguistic repertoire. In parallel, various artificial intelligence tools were integrated with the aim of supporting linguistic analysis, facilitating the semantic exploration of phraseological units and promoting the development of critical digital literacy among the students. The results obtained show that the combination of interlinguistic contrast strategies and the pedagogically guided use of AI tools promotes the development of students’ metalinguistic awareness, increases their motivation to learn languages, and contributes to a more reflective and critical use of digital technologies. Furthermore, the findings suggest that the integration of artificial intelligence into teaching can be a valuable resource for enriching the teaching of idiomatic expressions and contributing to the simultaneous development of linguistic, plurilingual and digital competences in the training of future teachers.

ABSTRACT This paper examines the sketchbook in Lynda Mullaly Hunt’s Fish in a Tree as a semiotic discourse that enables meaning-making beyond linguistic competence. Drawing on Julia Kristeva’s theory of the semiotic and symbolic, Roland Barthes’ concept of visual signification, and Kress and van Leeuwen’s grammar of visual design, the study argues that Ally Nickerson’s sketchbook functions as a pre-symbolic space where affect, desire, and resistance find expression. For a child marked by dyslexia and institutional misrecognition, the sketchbook becomes a counter-discursive site that challenges the dominance of logocentric educational structures. Visual marks, fragmented images, and non-linear compositions operate as semiotic traces that articulate identity, trauma, and selfhood in ways unavailable to normative language practices. The paper further situates the sketchbook as a transitional object in Winnicottian terms, mediating between inner psychic reality and external social validation. By foregrounding visual creativity as a mode of epistemic agency, this study highlights how Fish in a Tree reimagines learning difference as an alternative semiotic literacy. The analysis contributes to discussions on multimodal narratives, disability representation, and the politics of inclusion in contemporary children’s literature.

Non-interactive and naturalistic language exposure in autism: An investigation of narrative production in bilingual children.

Stefan Wiechecki’s Jewish short stories were published in Warsaw newspapers in the 1930s, and a collected edition was compiled by Robert Stiller in the first decade of the 21st century. These stories feature extensive linguistic stylisation reflecting the sociolect of Jewish residents of Warsaw, known as “the Jewish wiech.” This is a form of partial, opposi􀆟 onal, moderate, reconstructive, and informative argotisation. The stories contain a total of 52 instances of this stylisation (grapho-phonetics – 15, inflection – 12, syntax – 12, word formation – 4, phraseology – 3, vocabulary – 5, rhetoric – 1), which appear in both the dialogue and monologue sections of the texts. Argotisation in the texts of Wiech’s Jewish short stories is largely endowed with characterising and structural functions, as well as a comic and humorous function. This testifies to the writer’s considerable linguistic competence and his undeniable literary talent.

Large Language Models (LLMs) are poised to fundamentally reshape entrepreneurial work, but it remains unclear whether this technology can support judgment-intensive entrepreneurial tasks. Prevailing skepticism holds that LLMs are inherently unreliable for such deep augmentation because, despite their language competence, they do not think. In contrast, we draw on Ludwig Wittgenstein and Alan Turing to advance a language-centered perspective on entrepreneurial work. Wittgenstein demystifies thought as linguistic activity and treats reasoning and understanding as linguistic abilities exercised in thinking. Extending this stance to the domain of machine intelligence, Turing grounds claims about intelligence in testable performances of language use. Together, they enable us to (1) conceptualize LLMs as an epistemic technology whose linguistic competence may suffice for the deep augmentation of entrepreneurship and (2) reorient research from skepticism toward fine-grained Turing tests of entrepreneurial work. We illustrate and support the language-centered perspective through two studies on crafting effective entrepreneurial narratives, a judgment-intensive task. Initially, we document that the LLM competently blends expert rhetorical strategies to create and refine narratives that effectively align with stakeholder needs. We then experimentally demonstrate that, when coupled with stakeholder-guided iterations, LLMs produce measurable improvements in narratives tailored to distinct stakeholder priorities. More broadly, our rethinking of entrepreneurial work through language-centered lenses helps theoretically support bold predictions about what entrepreneurs can accomplish with a nonhuman intelligence that has “only” mastered human language. • Challenges the philosophical underpinnings of skepticism about LLMs in entrepreneurial judgment • Positions LLMs as epistemic technologies for deep augmentation in entrepreneurship • Proposes a research program of fine-grained, task-specific Turing tests for entrepreneurial work • Demonstrates LLMs can craft and iteratively refine effective entrepreneurial narratives across diverse stakeholder priorities • Documents that LLMs help remove a key entry barrier to entrepreneurship

Large Language Models (LLMs) exhibit strong linguistic competence but operate in a stateless manner, limiting their ability to maintain structured procedural context across interactions. We introduce Cryptid Memory Language (CML), a formal context-free grammar designed to encode procedural events, interpretive constraints and rule-based state transitions as compact external artifacts. CML artifacts are packaged into modular capsules containing a grammar specification, optional symbolic genome parameters and a structured log of symbolic records. When injected into stateless LLM sessions, these capsules provide an external procedural scaffold that can be re-parsed and re-applied across prompts, enabling reproducible shifts in reasoning structure without modifying model weights or relying on persistent internal memory. Through controlled ablation studies and cross-model evaluations, we show that structured CML records, not prompt length or narrative framing, account for observed differences in problem-solving behavior, rule adherence and structured reasoning outputs. Genome parameters act as secondary modulators, influencing style and interpretive bias but not core functionality. We further demonstrate that CML capsules are portable across heterogeneous LLM architectures, producing measurable and architecture-dependent patterns of symbolic expression. The primary contribution of this work is the formalization of CML as a symbolic grammar for procedural state encoding. Capsule-based experiments serve as a testbed to evaluate the feasibility and behavioral impact of external symbolic procedural memory in stateless, post-training LLM deployments.

The rapid evolution of educational technology has positioned artificial intelligence (AI) as a transformative force in linguistics, necessitating a transition from traditional route learning to technology-driven, interactive methodologies in Arabic language education. This unified review seeks to amalgamate findings from four distinct studies to assess the influence of AI integration on pedagogical methodologies, curriculum development, and specific linguistic competencies, including speaking and summarization skills, while also examining student perceptions of AI-driven audiolingual media. Utilizing a systematic review and synthesis of four research papers, the study evaluates qualitative and quantitative data from AI tool implementations and student surveys conducted at the Department of Arabic, The New College, Chennai, India. The results reveal that AI significantly enhances engagement by providing adaptive, personalized learning experiences, specifically improving speaking proficiency and summarization accuracy through audio-lingual tools. However, critical barriers remain, including inadequate digital infrastructure, a lack of specialized teacher training, and the absence of clear policy frameworks for ethical AI use. This study concludes that while AI has profound potential to modernize Arabic instruction by fostering interactive and inclusive environments, its sustainable integration requires strategic policy support, comprehensive pedagogical shifts, and equitable technological access. Strengthening these areas is vital for ensuring that AI serves as an effective catalyst for linguistic excellence and inclusive education within higher education contexts. By addressing these infrastructure and policy-related challenges, institutions can fully leverage AI's potential to reshape modern Arabic curriculum design and improve long-term student learning outcomes.

This study aims to analyze the role of Arabic language teachers in enhancing students’ learning motivation through an Islamic-based Contextual Teaching and Learning (CTL) approach at MTs Daarusy Syifaa’ East Lombok. This research employed a qualitative descriptive design to explore in depth the learning process and the implementation of CTL Islami in a natural setting. Data were collected through observations, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing.The findings reveal that the implementation of CTL Islami creates a more active, meaningful, and student-centered learning environment. Teachers play a crucial role as facilitators, motivators, and role models by integrating contextual learning strategies such as inquiry, modeling, questioning, and reflection with Islamic values derived from the Qur’an and Hadith. This approach enables students to connect Arabic language materials with their daily experiences, thereby increasing their interest and engagement in learning.Furthermore, the study shows that CTL Islami significantly enhances both intrinsic and extrinsic motivation. Students demonstrate greater enthusiasm, participation, and responsibility in the learning process. In addition, this approach contributes to the development of students’ linguistic competence, reflective thinking, and spiritual awareness.This study concludes that the integration of contextual learning and Islamic values provides a holistic and effective approach to improving students’ motivation in Arabic language learning. Therefore, CTL Islami can be considered a strategic pedagogical approach for Islamic educational institutions, particularly madrasahs, in the digital era.

This article discusses the concept of a professional digital language learning environment. The creation of such an environment in a higher education institution is a complex of measures aimed at creating conditions for effective foreign language learning by students, developing their professional competencies using digital resources and IT. This process involves integrating linguistic education with students' future professions, using innovative educational platforms, electronic resources, and tools that promote the development of students' linguistic competence, as well as actively involving teachers and students themselves in the educational process at the university. The purpose of this work is to identify and substantiate effective ways of developing the digital linguistic educational environment of a university aimed at improving the professional development of foreign languages by students and teachers using digital technologies. This article aims to review and study modern approaches and tools for integrating information and communication technologies into the educational process, and to contribute it to improving the quality of training future specialists who have a high level of communicative competence and the ability to effectively apply their knowledge in their professional activities. Methods. To achieve this goal, the methods of observation of linguistic material, continuous sampling, lexicographic, lexico-semantic and contextual analysis, classification, and systematization of data were used. Results. As a result of the analysis, conclusions were drawn about the timeliness and correctness of the formation of a professional linguistic and educational digital environment at a higher educational institution, which contribute to increasing motivation for studying the subject Conclusion. The professional linguistic and educational digital environment of a higher education institution should provide comprehensive development of students' language competence, contributing to their successful integration into the international professional community. The use of new modern computer technologies, applications, educational platforms, and resources contributes to the formation of a linguistic and educational environment.