Communicative competence remains a cornerstone of effective English language teaching, encompassing not only grammatical accuracy but also the ability to convey and interpret meaning appropriately across diverse communicative situations. This study investigates the integration of cognitive and communicative approaches in foreign language instruction, focusing on how multimodal, reflective, and context-based strategies contribute to the development of linguistic, sociolinguistic, and pragmatic competence. The research emphasizes that cognitive engagement and contextual learning facilitate deeper understanding, meaningful language use, and long-term retention of vocabulary and communicative patterns. Through the application of cognitively oriented and learner-centered techniques–such as dual coding, reflection, and digital learning tools–students demonstrated enhanced fluency, confidence, and autonomy in communication. The findings confirm that communication-oriented pedagogy, grounded in cognitive principles, transforms English language learning into a dynamic, creative, and intellectually engaging process. This approach not only improves linguistic proficiency but also fosters critical thinking and intercultural awareness, aligning language education with the demands of modern global communication.

The development of oral expression constitutes an essential component of Languageand Literature, as well as a transversal skill within the Ecuadorian curriculum, includedin the communicative linguistic competence. Therefore, this research focuses on thisobject of study, aiming to design storytelling strategies for the development of oralexpression in fifth grade students at the Sebastián de Benalcázar Public School.Theoretical, empirical, and mathematical-statistical methods were used, with a mixedmethodology. A diagnosis was conducted at the school through a teacher survey,content testing, and documentary analysis. These findings revealed deficiencies in oralexpression and student dialogue; average command of timbre and tone of voice,coherence problems, and poor vocabulary, as well as decontextualized use of teachingstrategies in Language and Literature classes. Based on the above, storytelling teachingstrategies are proposed as a scientific outcome: storytelling and dramatization throughnarrative techniques, role-playing, theatrical improvisation, and simulated interviews.These strategies were validated by specialist consultation and received a highevaluation. Storytelling is a commendable alternative for promoting the developmentof oral expression within a dynamic and interactive teaching-learning process.

In the contemporary era, artificial intelligence has progressively permeated all facets of human existence. Its impact on the educational sector, in particular, is profound. Creative writing, as a conventional pedagogical approach in English instruction, is frequently employed to enhance students’ linguistic competence and literary cultivation. Consequently, investigating the supportive role of artificial intelligence in English creative writing assumes significant importance. This study, based on the continuation exercises of endings for Langston Hughes’ Early Autumn authored by both students and artificial intelligence, conducts a comparative evaluation of their respective merits and demerits across three dimensions: narrative design, diction and syntax, and descriptive techniques. The findings indicate that AI-generated texts demonstrate superior narrative construction, more precise diction, and a capacity to accurately emulate the original author’s style through meticulous language use. In contrast, student compositions exhibit greater strengths in creativity and authenticity, often unconstrained by the source text and achieving effects that are “unexpected yet reasonable.” Therefore, in future English pedagogy, artificial intelligence should be integrated into students' creative writing processes to optimize their expressive and rhetorical outcomes, while ensuring that students’ autonomous creativity is not stifled.

The text presents selected results of a survey conducted among live-in-caregivers from Poland working with the older adults in Germany (the research sample consisted of 119 individuals). These results are a part of the Polish-German research project focusing on caregivers’ management of their tasks. The article discusses a research section designed to obtain answers to questions in which the caregivers were asked to self-assess their competencies as live-in caregivers from Poland working in Germany. The respondents were asked to assess their competencies in caring for persons with dementia, nursing, accompanying individuals in the process of dying and death, linguistic competencies, the ability to carry out their tasks, the traits and qualities caregivers are expected to show to cope with these tasks, as well as their trainingand education-related needs. The results demonstrate educational needs the respondents have to address, even though in general they hold relatively high opinion of their competencies; this claim, however, upon closer examination of the individual competencies, sounds too optimistic.

This study examines the conceptual integration of the “curriculum of love” into Arabic language learning through the lens of Ki Hajar Dewantara’s educational philosophy. In the Indonesian context, Arabic serves not only as a linguistic medium but also as a means of internalizing Islamic values and character education. Nevertheless, Arabic instruction has largely emphasized cognitive and technical aspects, often overlooking learners’ emotional and spiritual development. Employing a literature review method, this study analyzes national and international scholarly works published between 2010 and 2025 concerning affective pedagogy, character-based Arabic education, and Dewantara’s educational principles—ing ngarso sung tulodo, ing madyo mangun karso, and tut wuri handayani. The findings propose a conceptual model of Arabic learning that integrates linguistic competence with affective-spiritual growth, positioning teachers as empathetic facilitators. This model promotes reflective, contextual, and student-centered learning, offering a culturally grounded and humanistic contribution to Arabic language pedagogy.

Considerable scholarly discussion has emerged regarding the optimal input format for advancing linguistic competence and enhancing oral proficiency, especially concerning IELTS speaking assessments. This investigation examined the comparative efficacy of three input formats—Authentic, Enhanced, and Refined Enhanced—concerning discourse marker deployment within IELTS speaking contexts. Employing a temporal-sequence quasi-experimental framework, 36 Hungarian EFL participants from four established courses undertaking IELTS preparation at a language training center encountered audio materials exemplifying each input category. Treatment cohorts experienced comprehensive discourse marker exposure, whereas the comparison cohort received instruction via identical pedagogical approaches and educators yet with reduced discourse marker emphasis. Post-exposure evaluations were administered subsequent to each input category encounter. Friedman's one-way ANOVA analysis of preliminary and subsequent assessment results demonstrated superior performance following enhanced input exposure relative to authentic input, achieving optimal outcomes within the refined enhanced input configuration. Additionally, results indicate that typographical input augmentation substantially advances oral communication capabilities. This investigation presents multiple pedagogical recommendations.

The translation of Ukrainian culinary discourse represents one of the most complex areas of intercultural communication, as it involves not only linguistic substitution but also the transfer of cultural, symbolic, and ethnographic meanings. The problem is in the fact that many Ukrainian dishes, ingredients, and culinary traditions have no direct equivalents in English, which often leads to the partial loss of cultural content and transformation of national-specific elements. The translator must therefore mediate between two distinct language and cultural systems, balancing authenticity with comprehensibility for the target audience. The Ukrainian cuisine, deeply rooted in ritual practices and collective identity, becomes an element of cultural memory, and its translation is a form of cultural representation on the international stage. The aim of the study is to identify the specific language and cultural features of Ukrainian culinary recipes translation into English, which involves the classification of the main lexical groups within culinary discourse, and the determination of the translation strategies that best preserve ethnocultural identity while ensuring communicative clarity. The research material is based on The Ukrainian Christmas Cookbook, which reflects traditional festive cuisine and provides authentic language data for analysis. The results of the study demonstrate that translators employ a range of techniques to convey culturally marked vocabulary, among which descriptive translation (20%) and lexical calquing (15%) are predominant. Less frequent but culturally significant techniques include transliteration (12%) and semantic adaptation (10%). The study also shows that translators adapt measurement systems and terminology to English culinary norms, ensuring clarity for international readers. The most numerous lexical groups are names of dishes (25%) and ingredients (20%), which confirms the nominative and culture-bound character of the discourse. The findings reveal that translators tend to maintain the balance between foreignization, preserving national identity, and domestication, ensuring accessibility to foreign readers. The conclusions emphasize that the translation of the Ukrainian culinary discourse functions as a multidimensional cultural process rather than a mere language operation. It reflects the interaction between language form and cultural content, where every translation choice represents an act of cultural mediation. Ukrainian culinary translation contributes to promoting national identity and strengthening cultural diplomacy by presenting Ukrainian traditions to the global community. The study confirms that the effective translation of culinary discourse requires not only linguistic competence but also deep cultural awareness and sensitivity to ethnolinguistic values. Thus, Ukrainian culinary discourse in translation becomes a powerful means of transmitting cultural heritage and shaping a positive image of Ukraine in the international arena.

The article explores the psychological and pedagogical foundations of implementing the Content and Language Integrated Learning (CLIL) methodology in the professional training of students of non-philological specialities in higher education institutions. The study highlights the growing importance of integrating a foreign language into professional education under current globalization and internationalization trends in science and technology. The research emphasizes that the mastery of a foreign language by future specialists in non-linguistic fields is no longer limited to communicative competence but involves the ability to use the target language as a tool for cognitive and professional development. The article reveals that CLIL serves as an effective methodological approach that simultaneously fosters language acquisition and professional knowledge construction. Psychological principles underlying CLIL implementation—such as motivation, cognitive activity, reflection, and autonomy—are analyzed in detail. The study outlines the pedagogical conditions necessary for the successful realization of CLIL-based instruction: the integration of content and language objectives, the development of interdisciplinary thinking, and the creation of a learner-centered environment. Special attention is paid to the role of the teacher as a facilitator who supports students’ language development while guiding them through professional subject content. The findings demonstrate that CLIL enhances students’ linguistic, cognitive, and intercultural competences, promotes critical and creative thinking, and prepares learners for participation in international professional communities. Consequently, the integration of CLIL into the educational process of non-philological specialties is justified as a strategic direction for modern higher education, ensuring the formation of competitive specialists capable of effective communication and self-realization in a multilingual academic and professional environment.

يعتبر ضعف الكفاية اللغوية لدى المتعلمين الصم وضعاف السمع أحد أهم التحديات التي تواجه العملية التعليمية، وذلك نظراً للصلة الوطيدة بين اللغة، تطور التفكير، التعلم، والتواصل. كما يؤثر ضعف اكتساب اللغة وفهمها سلباً على التحصيل الدراسي خاصة ما يتعلق منه بمهارات القراءة والكتابة، وذلك لارتباطه بعوامل رئيسة كفقدان السمع في مرحلة مبكرة، وتأخر التدخل التعليمي، وغياب استراتيجيات التدريس المصممة خصيصاً لتلبية الاحتياجات الخاصة لهذه الفئة. ولمعالجة هذه المشكلة، فقد هدفت هذه الدراسة إلى البحث في أثر استراتيجيات ما وراء المعرفة على تطور الكفاية اللغوية العربية لدى مجموعة من المتعلمين الصم وضعاف السمع. ولهذه الغاية، تم اعتماد المنهجين؛ الوصفي وشبه التجريبي مع عينة من (40) طالباً وطالبةً من "مؤسسة للا أسماء للصم وضعاف السمع" بالرباط، الذين تم تدريبهم على استراتيجيتي؛ "دورة التعلم الخماسية " و"التساؤل الذاتي". ثم جمعت البيانات باستخدام مقاييس نفسية واختبارات الكفاية اللغوية القبلية والبعدية، وتحليلها باستخدام طرق إحصائية محددة (SPSS). وقد أظهرت النتائج تحسناً ملحوظاً في الكفاية اللغوية للمتعلمين الصم وضعاف السمع من حيث الفهم والكتابة ولغة الإشارة، بالإضافة إلى زيادة الوعي ما وراء معرفي في المجموعة التجريبية مقارنة بالمجموعة الضابطة. إن أهمية هذا البحث تكمن في تقديمه نموذجاً تعليمياً عملياً يعزز الوعي ما وراء معرفي في الفصل الدراسي للمتعلمين الصم وضعاف السمع، مما يدعم اتجاههم نحو التعلم الذاتي، واندماجهم اللغوي داخل المؤسسة التعليمية والمجتمع.

The integration of sustainability literacy into English for Specific purposes (ESP) instruction represents a vital pedagogical shift, moving beyond traditional language acquisition to foster a sense of global citizenship and environmental responsibility. While some educators may hesitate to broach controversial environmental topics, the necessity of equipping students with the knowledge to address real-world challenges like climate change is paramount. This approach, often termed green or sustainability education, enriches the learning process by making it more meaningful and engaging. By using environmental themes as the foundation for language practice, students not only enhance their linguistic competencies but also develop critical thinking and problem-solving skills. The article advocates for a Content-Based Instruction (CBI) model, which organizes language teaching around substantive environmental content. This method allows learners to use English for functional, real-world purposes, thereby transforming them into more informed and environmentally conscious individuals prepared for the demands of the modern service sector. The proposed lesson plan on the climate crisis exemplifies how to bridge theoretical knowledge with practical, discipline-specific application.

Objectives. A diagnosis of hematologic malignancy represents a major biographical disruption, affecting emotional, relational, and existential dimensions of patients’ lives. While biomedical care predominates, patients’ lived experiences during the early diagnostic phase remain insufficiently explored. This study protocol aims to investigate whether nurse-led narrative interviews conducted within the first month after diagnosis can strengthen the therapeutic relationship, enhance trust, support emotional expression, and sustain patients’ sense of identity and agency. Trial Design. This study adopts a qualitative, holistic single-case study design, grounded in a constructivist–existentialist epistemological framework. An exploratory approach is used to generate in-depth, context-sensitive insights and inform future larger-scale qualitative research. Participants and Settings. The study will be conducted in the onco-hematology department of a tertiary hospital in Northern Italy. One adult patient (≥18 years) with a first diagnosis of hematologic malignancy within the previous 30 days will be recruited through purposive sampling. A primary caregiver will also be involved to provide a complementary perspective. Inclusion criteria include linguistic competence in Italian and clinical stability to provide informed consent. Interventions. The intervention consists of two nurse-led narrative interviews conducted approximately 15 days apart. Interviews will be guided by open-ended questions and conducted by a trained nurse using attentive, empathetic listening. Additional data sources include reflective writing by both the patient and the nurse following each interview, and a semi-structured interview with the caregiver after the second narrative interview. Primary and Secondary Outcomes. Primary outcomes focus on qualitative indicators of meaning-making, emotional expression, therapeutic alliance, and perceived support as expressed through narratives and reflections. Secondary outcomes include triangulated insights from nurse, caregiver, and researcher perspectives. Data will be analyzed using Reflexive Thematic Analysis, with methodological triangulation to enhance rigor and credibility. Conclusions. This protocol will describe a holistic qualitative single-case study exploring the impact of nurse-led narrative interventions on relational and meaning-making processes in patients newly diagnosed with hematologic malignancies, providing a foundation for future person-centered research and clinical integration.

This study examines the implementation of local wisdom–based digital pedagogy in online language learning among university students in Indonesia. As higher education increasingly adopts digital platforms, integrating cultural and artistic elements becomes essential to create meaningful and contextually relevant learning experiences. Using a qualitative descriptive approach, this research investigates how Indonesian art such as batik motifs, traditional songs, and folklore narratives can be incorporated into digital language learning activities for students. Data were obtained through virtual classroom observations, student reflections, and interviews with lecturers. The findings indicate that the integration of local art forms enhances students’ motivation, intercultural awareness, and linguistic competence. Moreover, digital tools enable learners to reinterpret traditional art through multimedia projects, promoting creativity and collaboration in online learning environments. This study concludes that embedding Indonesian local wisdom into digital pedagogy not only strengthens cultural identity among university students but also provides an innovative framework for inclusive and culturally grounded language education in the digital era. Keywords: digital pedagogy, local wisdom, university students, Indonesian art, online language learning

ABSTRACT This article blends insights from sociology and foreign language didactics to explore the question: ‘How are languages taught and learned through sport in refugee settings and how can this process be supported?’ Using data from a longitudinal ethnographic study conducted at refugee sites in Niamey, Niger, and a theoretical framework based on systems theory, the article first examines the roles of sport and language in a liminal space. Despite the presence of organised sport and language activities, and their relevance to the lives of the site’s residents, no specific techniques are being applied to integrate these into the learning process. Second, the authors turn to foreign language didactics to propose methods for enhancing the acquisition of key linguistic competencies, such as vocabulary development and phonological control, through sport. These suggestions are tailored to the unique context of refugee sites, aiming to leverage sport to create a more structured and supportive environment for language learning, thus addressing the practical challenges observed in the field.

Bilingual language development is shaped by multiple factors, among which age of acquisition (AOA), crosslinguistic influence (CLI), and linguistic competence play central roles. AOA determines whether a child acquires two languages simultaneously or sequentially, with earlier exposure often associated with more native-like proficiency, while later exposure tends to strengthen CLI. CLI is a natural and systematic process that reflects the interaction between two languages. It can extend beyond target-like forms to include ungrammatical or pragmatically inappropriate structures. Linguistic competence, particularly in syntax and semantics, both shapes and predicts the degree of CLI, demonstrating its importance in understanding bilingual development. Current studies reveal that CLI is universal, and its form and intensity vary according to timing of exposure, type of structure, and input quality. However, much of the existing research is limited by small sample sizes, homogeneous participant backgrounds, underrepresentation of sequential bilinguals, and a lack of longitudinal designs. Future research should adopt larger and more diverse samples, include control groups, and make greater use of longitudinal approaches to better capture developmental patterns. Expanding the scope to less studied areas such as pragmatics, phonology, and discourse will further enrich the understanding of bilingual development.

The Zone of Proximal Development (ZPD) theory elucidates the gap between a learner’s actual developmental level—reflected in their ability to solve problems independently—and their potential developmental level—achieved when solving problems with guidance, providing a crucial theoretical framework for scaffolding instruction in second language acquisition for preschool children. Concurrently, the advent of artificial intelligence (AI) in education demonstrates transformative potential, particularly in facilitating personalized and adaptive learning experiences. This paper conducts a comprehensive analysis of AI applications in English learning for Chinese preschool children, grounded in the ZPD theory. Employing a combination of theoretical review and case analysis, the study addresses three core questions: the theoretical foundations and relevance of ZPD; the current state of AI implementation in this specific context; and practical pathways for integrating AI with ZPD theory. Findings indicate that while AI applications are emerging, they often lack a robust theoretical basis. Findings suggest AI can enhance language acquisition by providing dynamic assessment, personalized scaffolding, and developmentally appropriate challenges. This integration holds promise not only for improving linguistic competence but also for fostering cognitive and socio-emotional development, thus offering a novel intelligent paradigm for optimizing early childhood English education in China.

This paper investigates the language of Peanuts as a site for reflecting on key theories of language acquisition, drawing on Piaget’s cognitive developmental model, Vygotsky’s socio-cultural perspective, Skinner’s behaviorist framework, and Chomsky’s nativist approach. In addition, the study incorporates insights from more recent research in usage-based, statistical, and pragmatic models of acquisition to complement these foundational theories. Schulz’s child characters display both sophisticated lexical choices and humorous distortions, illustrating how cognitive growth, social interaction, reinforcement, and innate linguistic competence intersect in the construction of meaning. The analysis combines developmental and linguistic frameworks with preliminary insights from comics theory – McCloud’s concept of “closure” and Groensteen’s spatial semantics – through a close reading of selected, paradigmatic strips. The paper argues that Peanuts not only mirrors children’s linguistic growth but also visualizes the cognitive and pragmatic mechanisms through which meaning emerges, making Schulz’s work a subtle reflection on how language is both acquired and performed.

This study examines the representation of national identity in textbooks designed for teaching Georgian as a second language (GSL) to ethnic minority students, situating the analysis within the framework of global education. Using a mixed-methods design, the research combined textbook analysis with qualitative interviews and quantitative surveys. Twenty-four teachers and one educational expert were interviewed, and 283 graduates of Armenian- and Azerbaijani-speaking schools completed a questionnaire. The study explored how textbooks present national identity, how teachers incorporate cultural elements in instruction, and how students perceive their own identities and educational experiences. Findings reveal that many textbooks are misaligned with students’ linguistic competencies, often being either too difficult or too simplistic. Teachers highlighted the shortage of qualified staff and the need for additional bilingual and culturally relevant resources. Students reported mixed levels of interest in GSL lessons and identified language as a central marker of belonging, though many emphasized hybrid or primarily ethnic identities. The results underscore tensions between fostering Georgian national identity and respecting minority heritage. This study makes an original contribution by linking textbook analysis with perspectives from both teachers and students, offering evidence-based recommendations for curriculum reform, textbook development, and teacher training. It argues for a transcultural and inclusive approach to language education that supports both integration and diversity, thereby strengthening civic belonging in Georgia’s multi-ethnic society.

The purpose of this study was to gain consensus on Social Determinants of Health indicators among researchers actively publishing on SDH. We used a modified Delphi Method, an approach to gather expert opinions and gain consensus. We recruited participants in February 2024 via email from a PubMed search of researchers who had published on SDH in the last year. Participants (n = 22) completed 3 rounds of surveys. In each survey participants ranked the importance of each indicator. Fourteen participants completed all 3 surveys. Participants agreed to add indicators of Income (n = 14), Transportation (n = 14), Access to Quality Education (n = 13), Experiences of Racism and Discrimination (n = 12), Type of Healthcare Coverage (n = 11), Adverse Childhood Events (n = 9), Access to Higher Education (n = 8), Costs of Care (n = 8), and Provider Cultural and Linguistic Competency (n = 8). Participants agreed on significant modifications to an existing SDH framework, including adding more nuanced indicators on education, insurance coverage, transportation, and social context. However, the low response rate and over-representation of early career researchers indicate that further study is needed. Future research may also include a qualitative interview component to more fully understand participant rationale for responses. Our future goal is to develop a SDH instrument for use in population level public health surveillance based on the consensus of SDH indicators. To achieve this goal, additional research is needed to include a broader range of SDH researchers.

This paper examines the application of game-based learning (GBL) as a linguodidactic tool for advancing Russian as a foreign language (RFL) instruction within a university setting. It investigates the efficacy of game-based approaches in mitigating declining student interest, cultivating a positive learning environment, and developing both linguistic and communicative competencies. The paper presents the findings of a small-scale qualitative study and introduces the board game Contact Game as a specific case example of a GBL tool designed to enhance student engagement and learning outcomes in RFL instruction.

This study employed a quantitative survey design to examine the impact of artificial intelligence (AI)-mediated feedback on vocabulary, pragmatics, syntax, error awareness, and interactive online writing in the development of linguistic competence in Indonesian. Data were collected from high school and university students in Indonesia. The collected data were analysed using SPSS software, applying regression and moderation analyses. Results indicate that syntactic feedback, interactive writing feedback, and vocabulary support have the most positive effects on linguistic competence. Pragmatic feedback and error recognition are also beneficial, though to a lesser degree. The effect is strongly moderated by digital literacy, enabling AILDs with higher literacy levels to capitalise on AI feedback and improve their use of the target language. The research offers new perspectives by revealing that AI-mediated feedback functions differently across linguistic components and positioning digital literacy as a crucial facilitator of learning outcomes in an Indonesian context. The findings provide evidence for educators and policymakers to develop AI-informed curricula that consider not only technical feedback but also digital literacy and ethics. The results have implications for fair, equitable and human-centered adoption of AI in education policy and practice as well as recommendations that can be applied across languages and learner communities globally.