Auditory-evoked EEG signals contain rich temporal and cognitive features that reflect both the identity of individuals and their neural response to external stimuli. Traditional unimodal approaches often fail to fully leverage this multidimensional information fully, limiting their effectiveness in real-world biometric and neurocognitive applications. This study aims to develop a unified deep learning model capable of jointly performing biometric identification, auditory stimulus language classification, and device modality recognition, thereby exploiting both physiological and cognitive dimensions of auditory-evoked EEG. We introduce TriNet-MTL (Triple-Task Neural Transformer for Multitask Learning), a multi-branch deep learning framework composed of a shared temporal encoder and a transformer-based sequence modeling unit, trained and validated on auditory-evoked EEG data from 20 human participants (16 males and 4 females). The architecture is designed to simultaneously learn task-specific features via three dedicated output heads, each addressing one of the following: user identity (biometric), stimulus language (native vs. non-native), and stimulus delivery mode (in-ear vs. bone-conduction). The model is trained using a sliding window approach and optimized through joint cross-entropy loss across tasks. TriNet-MTL demonstrates robust performance across all three classification tasks, achieving high accuracy in biometric identification (>93%) and strong generalization in cognitive state inference. Multi-task training further improves representation learning, reducing inter-task interference while enhancing task synergy. The proposed TriNet-MTL framework effectively captures both user-specific and cognitively informative patterns from auditory-evoked EEG, establishing a promising direction for integrated EEG-based biometric authentication and cognitive state monitoring in real-world systems.Significance Statement Understanding how the brain responds to sound offers new ways to identify individuals and assess their cognitive state. This study introduces a deep learning model that can simultaneously recognize a person, determine whether the sound they heard was in their native language, and identify how the sound was delivered. By combining all three tasks, the system learns richer patterns from brain signals, making it more accurate and reliable. Our results show that this approach can improve the performance of brain-based identification systems while also tracking how people process sounds. This work opens new possibilities for secure, brain-driven authentication and real-time cognitive monitoring.

Minority or minoritized languages are often restricted to ingroup use by their own speakers and indexically related to them. Nevertheless, minority languages and their speakers are never isolated; they are part of a multilingual ecology and included in local language hierarchies. In this paper, I focus on the occurrence and role of Siwi in the interaction between Siwi and Arabic speakers in the Siwa Oasis. In this multilingual space, a national minority language, Siwi Amazigh, is spoken by the majority of the population, and different varieties of the dominant language, Arabic, are spoken as L1 by a smaller portion of the population and as L2 by virtually everyone. Data from mixed-group conversations show that although Arabic varieties far outscore Siwi, as one would expect, everyday practices are characterized by the hybridity and heterogeneity typical of multilingual ecologies. This paper provides an accurate portrait of conversational habits in Siwa and depicts Siwi fluctuating between an identity marker value, due to its vitality, and an identity maker value, which builds on it.

The review analyses educational difficulties alongside teaching possibilities that arise within Timor-Leste's primary school mathematics education. Many barriers obstruct effective mathematics teaching despite extensive school improvement initiatives, such as creating problems with unqualified teachers and limited educational resources, which make student understanding complex because of language barriers. The post-conflict recovery context of Timor-Leste presents more difficulties for the educational system because it has damaged the school infrastructure and teacher development processes. Recent structures of curriculum reform target the modernisation of teaching techniques with peer collaborative initiatives that support educator professional development as administrative forces advance mother tongue-based educational programs for increased student comprehension through native language instruction. This review combines information from various studies about the current mathematics education status of Timor-Leste, which helps policy leaders and education professionals gain important knowledge. The mathematics education system of Timor-Leste requires special interventions that combine competent teacher training with appropriate financial resources to support teachers in resolving existing difficulties while utilising language effectively for developmental gains

ABSTRACT While declared and direct online activism is a popular form of resistance for racial minorities, the transformative potential of humor remains underexplored for Asian online communities. In this study, we analyzed the neologisms—or new words and phrases—on the subreddit r/2Asia4u, exploring the identity work performed through humor and satire. With a mixed-method approach, we identified the major morphological processes, their pragmatic use, and the context of Asian discourses in such neologism creation. We found that asterisks were strategically inserted into words to vulgarize whiteness and colonialism. Furthermore, the borrowing of lexicons from native Asian languages—ranging from endonyms to profanities—served as a satirical weapon against Asian nationalists. Similarly, onomatopoeia was used to reclaim Asian accent stereotypes, while portmanteau was employed to inject pejoration to both Eastern and Western country names when criticizing both hypernationalism and orientalist propaganda. Additionally, community parody practices were signaled by word affixation. Our work not only showcases a novel approach to analyzing neologisms for online marginalized groups but also underscores the pathway where adept linguistic maneuver and the tongue-in-cheek style satire could pave the way for identity work online, providing reflections on the concept of platformed Asianness and the complexities of Asian identities. Additionally, we highlight the viability and also desirability of digitally mediated linguistic and symbolic resistance as a non-materialized way and tactical move for “everyday activism” for racial justice.

ABSTRACT This qualitative study explored Bhutanese English teachers’ beliefs and practices of translanguaging in EMI classrooms. A purposive sampling technique was used, and 21 willing teachers participated. Data were collected through written and face-to-face interviews and analyzed thematically using an inductive approach. The findings revealed that teachers viewed translanguaging as a beneficial practice that improves learners’ comprehension, reduces anxiety and increases enjoyment, and enhances engagement and participation. However, some teachers warned of learners’ potential overreliance on their native language, which they believed could impede English language development and academic performance in other subjects taught in English. Teachers reported using translanguaging as a scaffolding strategy, a note-taking strategy, a medium of discussion, and a means of providing affective, social, and linguistic support to their students. This study concludes that teachers’ practices are less likely to be influenced by policy and more by their beliefs and students’ needs, along with some practical implications.

ABSTRACT This paper examines the relationships among language, tourism, and tourism space. By examining tourism spaces in Tsim Sha Tsui (TST), Hong Kong (HK), this study serves two interrelated purposes: (1) to explore how English and Cantonese are presented in the linguistic landscape (LL) of tourism spaces in HK and (2) to investigate the positioning of English and Cantonese and how they are perceived by tourists in the context of tourist attractions. The findings reflect the dual challenge faced by HK, which must maintain a balance between preserving local heritage and traditions while continuing to engage actively with the broader global community amidst top-down political decisions and the growing influence of the Putonghua. On the one hand, the LLs in TST/HK reveal the production and consumption of English and Cantonese in tourism spaces and the ways in which these languages enhance tourists’ experiences. On the other hand, in the context of the increasingly prevalent impacts of nationalism and national language (education) policies, tourism and tourism spaces can serve as an avenue for the construction/reconstruction of heritage identity, a sense of sociopolitical belonging, and unequal power relations, which may shape or reshape the perceived legitimacy and functional distribution of languages in HK.

This document outlines Malaysia's development and national launch of the Guidelines for Ethical Reporting and Sharing of Suicide-Related Content, a first-of-its-kind media-lead initiative at the national policy level with a strong lived experience representation in a low- and middle-income setting aimed at improving suicide-related communication across traditional and digital media. Spearheaded by the Communications and Multimedia Content Forum of Malaysia (Content Forum) under the Ministry of Ministry of Communications and in collaboration with the National Centre of Excellence for Mental Health, (NCEMH) under the Ministry of Health, the guidelines were codeveloped through a multistakeholder working group involving media professionals within an environment that showed interest in responsible reporting and sharing of suicide-related content, mental health experts, individuals with lived experience, media environment showed interest in responsible reporting, civil society, and government representatives. This paper highlights the uniqueness of the Malaysian guidelines which included guidance on how to make a statement of death by officials, reporting in multifaith communities and a Malay, national language version. Successful strategies included engaging media as cocreators, embedding lived experience, and maintaining institutional support without losing industry leadership. Ongoing challenges such as limited reach beyond member organizations and the absence of real-time content monitoring were outlined. The paper concludes with practical recommendations for others aiming to develop similar content guidelines in low- and middle-income settings, and reflects on how soft law and self-regulation, when grounded in trust and collaboration, can drive meaningful public health outcomes in the digital age.

There is a lack of evidence regarding the relationship between students' academic achievements in various secondary school (gymnasium) subjects and factors such as sports participation, physical activity, sedentary behavior, physical health indicators, mental health indicators, sleep quality, eating habits, smoking, alcohol consumption, and the frequency of consuming healthy and unhealthy foods. The aim of our study was to address this research gap by examining how final secondary school (gymnasium) exam scores in Mathematics, Native Languages, Foreign Languages, and Biology are associated with healthy lifestyle habits, mental health, and physical health. This cross-sectional and retrospective study included 397 undergraduate students, aged 19 to 24 years, from three universities in Lithuania. We evaluated various health and lifestyle factors among students, including body mass index (BMI), waist circumference, and systolic blood pressure. Additionally, we assessed their levels of physical activity and sedentary behavior, as well as sleep quality, perceived stress, and symptoms of depression. We also measured indicators of well-being, such as vigor and happiness, and examined their habits regarding alcohol consumption, smoking, breakfast consumption, and overeating. Finally, we looked at the frequency of their consumption of both healthy and unhealthy food products. We collected data on students' academic achievements in their final exams for Mathematics, Native Language, Foreign Languages, and Biology based on standardized national secondary school (gymnasium) graduation examinations. General linear modeling (GLM) indicated that moderate to vigorous physical activity, sedentary behavior, and sleep quality did not significantly associate with academic achievement in secondary school (gymnasium) graduation examinations. Mathematics exam performance from secondary school (gymnasium) was most significantly associated with lower sugar consumption in coffee or tea and non-smoking habits during the first two years of university education. In Native Language tests, females generally outperformed males, and their performance was linked to higher levels of happiness at the entrance to university studies. Conversely, in Foreign Language exams, males outperformed females, and their performance was also associated with abstaining from alcohol and consuming fewer boiled potatoes during the entrance years of university. For Biology exam performance, there was a positive correlation with the consumption of fresh and canned vegetables, lower sugar intake in coffee or tea, and more frequent breakfast consumption. Our findings indicated that factors such as physical activity, sedentary behavior, sleep quality, and most psychological aspects measured at the time of university entry-except for happiness-were not consistently linked to academic performance as reflected in final secondary school (gymnasium) graduation examinations. Instead, the exam results showed modest but systematic relationships with specific health-related factors assessed during university entry. These factors include body composition, dietary habits, and lifestyle behaviors such as smoking, alcohol consumption, and breakfast patterns. Additionally, we observed significant gender differences in these associations. These findings do not imply causality, but suggest that lifestyle and psychological characteristics at the start of university may be linked to prior academic achievement patterns.

Starting a book-translation project involves more than bilingual transfer; it is an organized decision-making process that integrates purpose, readership, genre constraints, research, and revision cycles. This paper proposes a practical, research-based framework for initiating the translation process of a book from a translator’s native language (L1) to a target language (L2), drawing on functionalist approaches (purpose and brief), descriptive norms, and professional quality practices (Nord, 1997; Toury, 1995; ISO, 2015). Using an integrative literature review and synthesis method, the study maps “start-up” activities briefing, rights and scope alignment, source-text analysis, resource building, style decisions, and workflow design onto established translation theories and process research. Key contributions include a staged initiation model (Preparation → Analytical Reading → Resource & Style Infrastructure → Pilot Translation → Workflow Finalization), and a set of decision tools (translation brief checklist, character/voice sheet, terminology policy, consistency plan) aligned with widely discussed concepts such as skopos, norms, domestication/foreignization, and revision ethics (Vermeer, 1989; Venuti, 1995). The paper concludes that early-phase rigor reduces later inconsistencies, improves stylistic coherence, and supports accountable creativity especially crucial in long-form narrative where voice, cohesion, and cultural positioning must remain stable across hundreds of pages (Landers, 2001; Baker, 1992).

This study examines the mutual intelligibility between Kurmanji and Zazaki. The research area selected for this study is the province of Elâzığ, where both languages are spoken. Participants consist of middle and high school students aged between 14–19 from nine district centers where Kurmanji or Zazaki is spoken as native language. The study included a total of 243 participants, with 27 individuals selected from each district. The participants' intelligibility levels of the test language were assessed through text-based tests designed at the B1 proficiency level. The study measured participants' perceived intelligibility of the test language by asking how much they understood and examined extralinguistic factors that might influence mutual intelligibility. In this context, the participants’ exposure to the test language and their attitudes toward it were assessed using a Likert scale. The findings indicate that mutual intelligibility between Kurmanji and Zazaki remains below 40% for both languages. Furthermore, no significant difference was found between participants' attitudes toward the test language and their functional test results. However, a significant correlation was identified between exposure to the test language and functional test scores.

The paper foregrounds the methodological legacy of K. B. Barkhin. Content analysis of articles both writ- ten by and dedicated to the methodologist has revealed a range of issues that have not been adequately addressed and explored in methodology. This article aims to introduce K. B. Barkhin’s works on the issues of verbal culture and speech development methods into the broader research field, and to demonstrate the need for their further investigation and comprehension as being relevant to school practice. The author believes that the stylistic exercises developed by the methodologist and aimed at understanding the "aesthetics of the word" enrich teachers’ methodological toolkit. Moreover, their use is effective not only in Russian language lessons when teaching written speech. Such assignments are also beneficial in literature classes when analysing the language of a literary work and assimilating a set of theoretical-literary concepts associated with the figurative and expressive means employed in works of fiction (artistic speech). The article also examines the first university textbook on Russian language teaching methodology. Its chapters on the methodology of developing students’ speech were written by K. B. Barkhin. These materials are unique since they include questions related to different types of reading and working with books and other sources. The article states that one of the most important issues in the methodological legacy of K. B. Barkhin was studying and analysing international practices of teaching native language and literature (the Appendix to the article gives a list of the sources found). This part requires careful analysis because retrospective comparative studies can become a significant line of research in the national teaching methodology

The topic of undocumented immigration in literature and cinema is particularly relevant during the uncertainty of Donald Trump’s administration, as sanctuary cities remain under attack. One of the most sympathetic undocumented immigrant groups is the so‑called “DREAMers”, due to their support of the DREAM Act. These are young adults who were brought to the U.S. as undocumented children by their parents. They have grown up in U.S. society, and very often don’t even remember their countries of origin. Many of them speak little or none of their parent’s native language and have been educated in public and private U.S. schools. This essay focuses on young undocumented immigrant students by primarily analyzing the nonfiction texts: Joshua Davis’s Spare Parts: Four Undocumented Teenagers, One Ugly Robot, and the Battle for the American Dream, and Julissa Arce’s My Underground American Dream memoir. I also discuss the Spare Parts film, and Jose Antonio Vargas’s documentary, Documented. Since migration theory has largely failed to recognize the importance of race and racism in the process of migrant integration, my analysis incorporates theories that center on dismantling western binaries to create hybrid, new non‑linear, third spaces of subaltern enunciation, which are valuable in the examination of the always fluid notion of undocumented immigration. Peruvian sociologist Aníbal Quijano’s concept of “coloniality of power”, Argentinian–Mexican philosopher Enrique Dussel’s “principle of solidarity”, and Latina theorist Gloria Anzaldúa’s notion of “Nepantla” provide essential decolonial thinking to my analysis on the notion of immigration and citizenship in Latinx literature and cinema.

Abstract This work of creative nonfiction emerges from ethnographic research on Arab women's testimonies of their cancer experience conducted in 2016–2018. It focuses on the account of one Lebanese woman diagnosed with breast cancer and highlights her feelings, thoughts, and perceptions from the time of the initial medical examination through to final diagnosis. The woman's monologic voice dramatizes the fact that her experience of cancer diagnosis takes the form of an alienation of the self from everything around it. In this sense, what is central to this piece are a series of questions around the unhomeliness of being in the world. What happens, phenomenologically, to the patient upon cancer diagnosis? How is the existential dislocation of their world following a cancer diagnosis registered and experienced? What is the place of language and particularly the place of one's native language and second language in the articulation of this sense of foreignness? Finally, how are familial encounters and relations disrupted, othered, and distanced?

ABSTRACT This essay maps the contours of the contemporary world crisis through an eco-Marxist lens, interrogating the contested terrain where green capital and its eco/neofascist counterpart operate as a united front to ensure the survival of accumulation tactics in an era of ecological volatility. While some interpret current political developments as evidence of green capital’s exhaustion and decline, I argue instead that we are living through a transitional phase marked by the corrosion of neoliberal legitimacy and the rise of an eco/neofascist globalized political economy, one where green capital has been reconstituted as a central mechanism for managing capital’s legitimacy crisis, lingering as a spectral presence. Its mutation signals not a retreat but an absorption into a broader political reorganization, one that reconsolidates ecological and social relations in ways compatible with the eco/neofascist trajectory. This emergent order, defined by the breakdown of hitherto opposing systems of rule, deploys the language of civilizational security, border regimes, and ecological nationalism to reassert elite control in a time of systemic unpredictability and planetary entropy.

Teaching English is a complex process for students who do not speak it as their native language and find it uninteresting, which leads to boredom in English classes. It highlights a problem in language learning, as students have no interest in the subject. This article aims to implement playful activities to create a more active and thoughtful educational environment, such as gamification, one of the most interesting strategies in teaching. By playing different games that are not only entertaining but also educational, students learn and improve their language skills through challenges and rewards. Ultimately, students develop an interest in learning and improve their language skills

Various naming motifs are used in the linguistic nomination of medicinal plants. A relatively large proportion of botanical names are value-laden. The attribution of specific values – positive or negative – to plants in their nominations is linked to the way people perceive them. The value connotations in botanical nomenclature can have a more or less rational justification. The evaluation conveyed in the names may be based on the physical properties of the plants, their usefulness, primarily in medicinal terms, but also their harmfulness to humans, their aesthetic qualities, etc. Attributing value judgments may also have an irrational basis, a cultural background, a religious background, attributed links to mythology. Legends and aythiological accounts serve to explain the origin of such names, particularly relating to the now disappearing dialect naming of plants. The topic is presented on the examples of binominal official names of medicinal plant species in Polish and their selected folk names, characterised by value judgements and evoking different associations in language users. The author also addresses the issue of positive values in Latin botanical nomenclature, which in many cases serves as a prototype for names created in national languages.

ABSTRACT This study examines how language choice in educated bilingual homes contributes to the endangerment of native languages in Nigeria. It uses 380 respondents from Yoruba, Igbo, and Hausa ethnic groups. Language attitude is adopted as the conceptual framework. A quantitative survey research design, stratified random sampling was used to select participants from urban centres. Data were collected via a structured questionnaire and analyzed using descriptive statistics and Chi-Square Test of Independence. Findings show that 65.8% of parents consider their children's fluency in native language as “not at all important” or “somewhat important,” while only 20.5% see it as “important” or “extremely important.” Similarly, 63.4% do not prioritise passing native language to the next generation, with only 4.5% consistently speaking it at home. Observed deviations from expected frequencies indicate lower-than-expected emphasis on speaking native languages at home (−12.2), reading in native languages (−24.2), and parental encouragement for reading (8.8), while media exposure to native languages was slightly higher than expected (14.8). Additionally, 56.1% of parents do not consider their native language important, and 48.9% are not proud to speak it. The findings are important as they uncover the role of negative parental attitudes in hampering the preservation of native languages.

Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country, using a language other than the national spoken language at home. This group is growing in numbers and contributes significantly to the increasing linguistic and cultural diversity in Deaf education. This systematic review synthesizes findings from 17 peer-reviewed empirical studies, identifying four educational levels relevant to DMLs: context, organization, educators, and student. Parents are key agents across all levels. While DML education generally aligns with that of other deaf and hard-of-hearing students, educators attest to difficulties teaching DMLs due to a lack of adequate assessments, strategies, and materials, adapted to DMLs' specific needs. Educators and parents highlight difficulties in establishing effective home-school collaboration, despite its recognized importance for academic success. DMLs value all their languages equally but especially emphasize the national sign language for learning. Parents are an underused resource. This review underlines the pressing need for empirical research on effective teaching strategies and materials for DMLs, improved internal and external school collaboration strategies, and a deeper understanding of DMLs' experience.

In reflecting on Filipino historian Vicente Rafael’s book, Motherless Tongues: The Insurgency of Language amid Wars of Translation (2016), this article examines the author’s critique of Filipino nationalism and its pursuit of a national language and culture. It brings to question Rafael’s characterization of nationalism as a monolingual project that rejects the foreign, arguing that such assertion not only presents a reductionist view of Filipino nationalism, but also undermines its value as form of resistance to enduring structures of linguistic and intellectual imperialism. Submitted: 06 Septembet 2025 Submitted: 06 September 2025 Accepted: 04 January 2026

This article discusses significant changes in the psychology and behavior of the younger generation, which lead to the weakening of moral and ethical norms and the relegation of spiritual values to the background, as well as potential threats to the preservation of national identity, language, culture, history and traditional worldviews. In particular, the importance of pedagogical, physiological and psychological communication, processes occurring in the child's brain, his moral behavior, his physiological and psychological development, the central force that unites the child's biosocial development, as well as the observed changes in the physical development of children and adolescents, which directly affect not only their physical structure, but also their spiritual and moral development, are considered. In this study, the theoretical foundations and scientific works devoted to the interaction of school and family in ensuring the personal and educational development of students are deeply analyzed and systematically reviewed.