Mutual Intelligibility Research Articles

English as a lingua franca in the English-medium instruction classroom: Insights from multilingual universities

In recent years, universities in non-English-dominant countries have witnessed a sharp rise in English-medium instruction (EMI) programmes and the use of English as a lingua franca (ELF). On campuses world-wide, English is modified by non-native English speakers (NNESs) and used as a communication tool, with the primary objective of achieving mutual comprehensibility. In EMI, however, it is crucial to take into account how ELF alterations impact instruction as the linguistic competency of NNES lecturers is critical to their capacity to teach effectively. Drawing on data obtained from thirty lessons taught by thirty NNES lecturers at five multilingual universities, this qualitative study examines ELF modifications in EMI, and considers their impact on instruction. The results show how the lecturers modified English phonologically, grammatically, pragmatically and lexically, and applied translanguaging strategies. Although the majority of these ELF alterations would probably not seriously impair students’ comprehension, it is argued that comprehension alone is not a sufficient benchmark for the quality of EMI, and ELF communication on campus and in the classroom should employ different language standards. Therefore, in order to ensure academic excellence, EMI lessons should be conducted in academic English, specialist discourse should be pronounced and used accurately, and modifications of the standard should be kept to a minimum.

Beyond Wicked: Vibocratic Problems in the Post-Truth Era

This essay revisits the classical concept of “wicked problems” as articulated by Rittel, Webber, and Ackoff, and asks whether it remains adequate in an era shaped by post-truth politics, epistemic fragmentation, and neo-orality. While wicked problems captured the complexity and contestation of late-modern governance, they relied on preconditions that are increasingly unstable: shared sense-making institutions, mutual intelligibility, and discursive publics. Today, many societal challenges no longer resist resolution—they resist framing. They mutate in real time, circulate as affective atmospheres, and dissolve under scrutiny.The essay proposes a tentative new category—vibocratic problems—to describe this emerging class of societal phenomena. These are not merely more complex than wicked problems; they are differently configured: unstable, performative, epistemically fugitive. Drawing on philosophy, media studies, design research, and epistemology, the essay argues for new methodological responses, including abductive, situated, and design-informed approaches. It offers a conceptual table contrasting wicked and vibocratic problems, outlines emerging sites of vibocratic inquiry, and closes with a short reflection on the ethical posture of scholarship in turbulent times.The contribution is conceptual, diagnostic, and methodological: a call to name the terrain anew—not as a provocation, but as an act of intellectual responsibility.

“Sorry, Again Again…”: ASEAN ELF Communication Strategies in Multilingual Thai EMI Classrooms

ABSTRACTEnglish as a Lingua Franca (ELF) has become a cornerstone of academic communication in English‐medium instruction (EMI) programs across universities in the Association of Southeast Asian Nations (ASEAN). Despite the increasing prevalence of ELF interactions, limited research has examined how students from diverse linguistic and cultural backgrounds in EMI programs across ASEAN employ communication strategies (CSs) to ensure mutual intelligibility and sustain academic exchanges. This study investigates the core ELF CSs used by 16 undergraduate students from seven countries (Thailand, Malaysia, Indonesia, Cambodia, Laos, the Philippines, and China) enrolled in EMI programs at three universities in Thailand. Utilizing conversation analysis, naturally occurring spoken interactions were recorded, transcribed, and analyzed to identify recurring strategies that facilitate effective ELF communication. Findings reveal that participants used a variety of CSs, which were organized into eight communicative functions: (1) maintaining communication flow, (2) clarification and understanding, (3) engaging in conversation, (4) error management, (5) confirmation and feedback, (6) negotiation and co‐construction of meaning, (7) clarifying misunderstandings, and (8) expressing uncertainty or lack of knowledge. These strategies enhanced intelligibility, ensured message clarity, and sustained conversational coherence, often prioritizing pragmatic effectiveness over native‐speaker norms. The results demonstrate the adaptive and interactive nature of ELF communication, challenging traditional Second Language Acquisition (SLA) models that portray non‐native English speakers as linguistically deficient. This study contributes to ELF research by providing empirical data on the communicative strategies of undergraduate students in ASEAN EMI programs, with implications for pedagogy, curriculum development, and language policy in multilingual educational settings.

Radio audience in European minority languages: Important reality and structural correlation

This article examines the audiences of seven public radio channels in autochthonous minority languages with a general reach and programming, broadcasting in Galician, Basque, Catalan, Frisian, Irish, Welsh, and Scottish Gaelic languages, respectively. This comparative research explores the quantitative dimensions and demographic profiles of those radio audiences and the potential correlation with the speaking population and the concept of mutual linguistic intelligibility—defined as the level of mutual understanding between minority and majority languages—allowing the configuration of a European framework for minority language radio audiences. The comparison with the audience metrics of majority language public channels provides a distinct outlook. Key findings reveal a notable audience reach, reinforcing the significant role of the radio in the advancement of European minority languages and its relationship with the size of the speaking population as well as the concept of mutual linguistic intelligibility. Audience demography shows notable differences among the channels.

Incorporating Teaching Culture into EFL Undergraduate Classroom to Raise Kurdish Students' Cultural Awareness

Language is a part of culture and the two are closely intertwined. Effective and appropriate learning and using a foreign language require good understanding and knowledge about the culture of that language. Teaching English as a foreign language (EFL) does not only require developing the learners' linguistic competence but also developing their communicative and intercultural competence in order to be able to use the language in real meaningful communicative contexts and to achieve mutual intelligibility. This study aims at assessing EFL teachers' and students' levels of cultural awareness and their attitudes towards incorporating teaching culture into the EFL classes. It also aims to assess the extent to which teachers pay attention to explaining cultural elements in their classes. Data collection was done through two semi-structured questionnaires, one for the teachers and the other for the students, including both quantitative and qualitative questions. The main findings of the study indicate that all the teachers and the majority of the students have a positive attitude towards incorporating teaching culture into the EFL classes. As far as cultural awareness, is concerned, only a small number of the teachers and of the students have knowledge about the English culture and with regard to the extent to which teachers explain cultural references in their classes, only a minority of the teachers’ pay regular attention to explaining them. Therefore, this study recommends and supports incorporating English culture teaching into the EFL classes in general and the undergraduate EFL classes in particular and suggests strategies regarding how to do that.

Comparative Analysis of Cultural Values on Table Tennis: A Qualitative Study Among Chinese and American Graduate Students.

The purpose of this study was to examine the cultural values attached to table tennis by American and Chinese graduate students. Through semi-structured interviews, students' experiences and attitudes on table tennis were explored (N = 6). The results showed that Chinese students associated table tennis with entertainment, accessibility, socialization, popularity, national pride, and satisfaction. American students expressed feelings of inclination, entertainment, competitiveness, marginalization, and dissatisfaction toward the sport. These values were shaped by both physical and virtual experiences, with media acting as a bridge to distant narratives of the sport. The findings of this study aid in fostering a mutual comprehension of the cultural values associated with table tennis, as perceived by college graduate students from both nations.

Here There Be Trees: Radical Otherness in Ursula K. Le Guin’s “Vaster Than Empires and More Slow”

Abstract Ursula K. Le Guin’s science fiction tends to remain within an anthropocentric and anthropomorphic universe, exploring the possibility of communication between familiar and Other across a cultural divide, but within the boundaries of a humanoid physiology. This study investigates how Le Guin’s Hainish narratives explore the sublime encounter with the radical, vegetal Other in the short story “Vaster Than Empires and More Slow,” touching upon the topics of communication and transgression, mutual intelligibility, neurodiversity, and empathy. (VB)

The Challenges of Immunization in Somalia: Struggling Amid Massive Efforts

Abstract: Background: Ever since the return of some form of governance and administration (interim/ provisional, state, or federal), Somalia has been struggling to streamline administrative structures capable of handling effective service delivery to the public. The health sector, supposedly one of the priority areas under the public service delivery umbrella, has been ailing and continues to be facing serious encounters which the health authority is grappling with, though yet unable to tackle them independently. Child immunization, the focus of this study, remains a sub-sector the country has been massively underperforming. Objective: The current study aims to review the efforts engaged and challenges needed to be addressed in order to improve the overall approach of the country’s immunization policy. Method: The researchers utilized secondary data to review available literature on immunization selected from various sources to determine the efforts made and challenges faced or being faced in the course of child immunization. Results: The study found that in addition to issues such as security, low education, low coverage, and inaccessibility, factors including resources, language barrier, and trust contribute to the challenges. Conclusion: The health authority and its partners made remarkable efforts and achievements but still need to consider approaches that are friendly to the target groups in the course of enhancing the country’s child immunization programs. Trust, which is built on a smooth flow of communication between the beneficiaries and service providers, needs to be gained through mutual linguistic intelligibility in order to maximize the endeavor toward improving the health sector, particularly immunization of vaccine-preventable diseases and the challenges it is facing towards the realization of national and global health goals.

Seeing as One?

From 2019, a one-year trial tested the use of drone technologies within the Norwegian Police Services. Drones, designed to facilitate the collection, storage, and dissemination of live film and images, were implemented with the expectation that shared visual data would enhance situational awareness and thus improve police practices. This study, based on ethnographic data collected during the trial period, examines how these new technological tools shape the practices of professional vision. It explores the relationship between seeing and knowing by looking at how drone technologies influence ‘the police gaze’ (Finstad, 2000), police officers’ collection and processing of their visual surroundings. As the human gaze merges with the drone gaze, visual data is produced and can be distributed in larger police operations. Drones were intended to simplify team decision-making by providing images considered true and certain, thus reducing the need for oral radio communication. However, paradoxically, one outcome of the trial was the creation of an observation manual for improving the oral conveying of drone-collected information. The findings underscore the complexities of police knowledge production, illustrating the intricate interactions between human and non-human agents in operational policing. While drones materialize and spread the police gaze, merely sharing images does not ensure a shared understanding of an incident or operation. Establishing mutual comprehension of incidents or operationsremains a nuanced and delicate process.

Introduction to Indonesian Culture Through the August 17 Competition at Anuban Wangmai Sasanasart School, Thailand

In the era of globalization, cross-cultural understanding plays a crucial role in fostering mutual comprehension and tolerance among people worldwide. The International Community Service Program (KKN Internasional), participated in by students from Universitas Muhammadiyah Tangerang (UMT), aims to introduce Indonesian culture to elementary school students in Thailand through traditional Indonesian Independence Day games. This program employs an interactive and enjoyable approach to ensure the effective reception of Indonesian culture. The method involves the active participation of students in various competitions such as water relay, rocking chair, and sarong race. The results indicate that Thai students demonstrate greater enthusiasm and a better understanding of Indonesian culture through direct experience compared to conventional methods. Additionally, this program provides valuable experiences for students in enhancing cross-cultural communication skills, understanding the Thai education system, and strengthening Indonesia-Thailand bilateral relations through cultural diplomacy. This initiative serves as a model for similar programs in other countries, promoting international relations through cultural exchange.

Reduplication in Nigerian English

Abstract Reduplication is attested in Nigerian English even though it does not constitute a productive part of the grammar of Inner Circle Englishes. The goal of the present paper is to examine the functions of reduplication in Nigerian English through qualitative analysis. Reduplication is widespread in the ancestral languages spoken in Nigeria. Nevertheless, we postulate that the presence and maintenance of reduplication in Nigerian English are correlated to its presence in Nigerian Pidgin. This can be attributed to linguistic practices such as code‐switching and structural borrowing, motivated by linguistic factors such as the mutual intelligibility between both languages, as well as social factors like language ideology and the intensity of contact between both languages. Such structural transfer highlights the influence of Nigerian Pidgin on Nigerian English, and indeed, of English lexified pidgins and creoles on world Englishes.

Relating production and perception in two Raglai dialects at different stages of registrogenesis.

This paper explores the perception of two diachronically related and mutually intelligible phonological oppositions, the onset voicing contrast of Northern Raglai and the register contrast of Southern Raglai. It is the continuation of a previous acoustic study that revealed that Northern Raglai onset stops maintain a voicing distinction accompanied by weak formant and voice quality modulations on following vowels, while Southern Raglai has transphonologized this voicing contrast into a register contrast marked by vowel and voice quality distinctions. Our findings indicate that the two dialects partially differ in their use of identification cues, Northern Raglai listeners using both voicing and F1 as major cues while Southern Raglai listeners largely focus on F1. Production and perception are thus not perfectly aligned in Northern Raglai, because F1 plays a stronger role in perception than production in this dialect. We conclude that mutual intelligibility between dialects is possible because they both use F1 for identification.

“DOES IT REALLY MATTER?”: EXPLORING TEACHERS’ ATTITUDES TOWARDS STUDENTS’ ACCENTS IN ELF SETTING

The study investigated how teachers working at an international university view English accents used by their students from expanding-circle countries, namely, Thailand, China, Korea, and Myanmar. The data were collected from 265 teachers, espousing questionnaires and semi-structured interviews as research instruments. The obtained data were then analysed quantitatively and qualitatively. It was revealed that both groups of teachers viewed their students’ non-native English accents positively, with the Thai accent being evaluated most favourably. The findings further indicate that mutual intelligibility and successful communication are prioritised, and there is a strong preference for native English varieties as pedagogical models.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0731/a.php" alt="Hit counter" /></p>

Conversing with the enemy: miraculous encounters between Christians and Muslims in the Italo‐Greek saints' Lives

The Italo‐Greek saints’ Lives from early medieval southern Italy have been viewed as evidence for violent opposition between Christians and Muslims in the area. I argue instead that these texts demonstrate ambivalence toward the Muslim presence: while painting Muslims as frightening and violent outsiders, they also depict them as capable of engaging in extended and mutually beneficial conversations with Christians. Analysis of selected such episodes complicates our perspective on cross‐confessional encounters in early medieval southern Italy, showing that they could encompass both peace and violence and that mutual intelligibility was the presumed basis for interpersonal encounters. These hagiographical depictions of Muslim–Christian conversations also reveal the nature and process of mutual intelligibility, whether through speech, writing, or bodily gesture.

Forging Impactful DEI Collaborations: Aligning on Vision and Fostering Mutual Comprehension

This research brief explores the key principles and strategies for building successful diversity, equity, and inclusion (DEI) partnerships that are grounded in a shared vision and a deep appreciation for the diverse perspectives and experiences within an organization. The article emphasizes the importance of fostering a shared vision that inspires action and aligns cross-functional efforts, as well as cultivating mutual understanding through active listening, open dialogue, and psychological safety. Drawing on practical industry examples from the technology and healthcare sectors, the brief demonstrates how organizations can unlock the full potential of their diverse workforce and drive sustainable, impactful change by adopting a holistic, people-centric approach to DEI. The conclusion underscores the critical role of shared vision and mutual understanding in enabling successful DEI partnerships that contribute to long-term organizational success.

Television audience in European Minority Languages: Reality, demographic profile, and correlation

This article investigates the audiences of seven television stations of public ownership and general content and reach, broadcasting in Basque, Catalan, Frisian, Galician, Irish, Scottish Gaelic, and Welsh languages. The study (2021-2022) focuses on the audiences' quantitative dimensions and demographic profile and their correlation with the concept of mutual linguistic intelligibility, defined as the degree of understanding between minority and majority languages. A worthy and original finding reveals that those channels with a high degree of mutual linguistic intelligibility get a notably higher share (10-15%) than those with a very low degree of mutual intelligibility (1-3% share). The comparison of the audience metrics of minority-language televisions with those of majority-language public channels discloses challenging results. Regarding demographic profiles, there are evident audience differences among the seven televisions. At the European level, women represent 52.8%, and on the age variable, 65% of the audience is over 55.

Bridging the Gaps: How Intersubjectivity Shapes Historical and Scientific Cognition of Chinese Linguistics

This paper explores the pivotal role of intersubjectivity in shaping the historical and scientific cognition of Chinese linguistics. It examines how shared understanding and mutual comprehension, facilitated through social interactions and communication, have influenced both traditional scholarship and modern approaches to studying the Chinese language. The paper traces the intersubjective foundations laid by pioneering scholars like Fang Yi-zhi, the integration of Western linguistic theories in the 19th and 20th centuries, and the interdisciplinary connections with fields like genetics and cognitive science in recent decades. It also discusses how contemporary advancements in computational linguistics and AI have fostered intersubjective dialogues and collective meaning-making. The synthesis of insights across disciplines highlights the collaborative nature of linguistic research and the importance of conceptualizing language as a dynamic, interactive process. Ultimately, the paper demonstrates how intersubjectivity has enabled the continuous evolution of Chinese linguistic scholarship by integrating historical context with modern scientific methodologies.

Consonant Elision in English Word Pronunciation of Obolo Speakers of English in Nigeria

This research investigates consonant elision in the spoken words of Obolo speakers of English (OSE). There is an assumption that the Obolo speakers of English exhibit features of inaccurate pronunciation especially, the elision of the voiceless alveolar and velar consonant sounds /t/ and /k/ in their English speech as it impedes mutual intelligibility during conversation. This assumption forms the background of this study. Sixty (60) university graduates from different fields of study were randomly drawn from six communities of Obolo: Ekede, Ayama Ekede, Ebukuma, Ngo, Agana and Egwede. The Optimality theory was used as a theoretical thrust for this study, and prepared single and connected words were arranged on a questionnaire for the subjects to read, while their productions were recorded using an MP3 digital recording device. For the analysis, the study employed perceptual and quantitative approaches focusing on the phonotactic order and the structure of English sounds as realized by the Obolo speakers of English. The findings revealed that the majority of Obolo speakers of English delete the consonant sounds /t/ and /k/ in their English pronunciations at the medial and coda positions of consonant clusters. Phonotactically, it was discovered that the output violates the faithful constraints. The statistics also show that subjects exhibit consonant elision in their pronunciation. For instance, 65%, 70% and 64% were unable to realized /k/ and /t/ correctly. This problem is not peculiar to only Obolo Speakers of English. The researcher suggests more research of this kind in other languages using a different approach.

Developing oral communication skill in Bangladesh

Competency in Oral Communication has become the most spoken issue of Bangladesh in the recent years (Brunfaut, T., & Green, R., 2017). English Language is no more the communication medium for the English only; it has achieved the status of the official or the dominant language for above two billion people in more than 60 countries. In a short period of time, English received a wide geographical coverage and become one of the leading means of communication. In line with the present competitive world, Bangladesh is not an exception. In the country, English continues its domination and expansion as the highly demandable and an inevitable language. People who have a very sound communication skill in English, especially of spoken English, are in the triumphant march. However, the way of increasing this oral communicative competence for the students of Bangladesh, is indeed a very crucial and burning issue. Despite acknowledging the great importance of this language, our students have not reached to that required level. Only ‘mutual intelligibility’ or ‘mere communication through English’ cannot be considered as competency in speaking. Even the students entering the tertiary level have a very poor knowledge in English Language. This paper, therefore, goes through the present scenario of communicative skill especially speaking skill of today’s students and the existing methods of developing this oral communication skill in Bangladesh. In doing so, the researcher collected survey data from 50 students and 10 Teachers from 3 different schools of different geographical locations, data from 30 students’ and 6 teachers’ interviews. Significant innovations are also found from the practical observations of 3 English language classes of three different institutions. The paper, thus, attempts to diagnose the reasons behind the students’ incompetency, and to propose some new strategies to overcome the language barriers.

EFL INSTRUCTORS’ PERSPECTIVES OF L1 USE IN L2 CLASSROOM: A CASE STUDY AT BİNGÖL UNIVERSITY

Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors of L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.