Language Resources Research Articles

L1 as a tool for providing corrective feedback

This article delves into the controversial practice of utilizing a student’s first language (L1) as a teaching resource in second language (L2) learning environments. Initially, strategies such as code-switching/code-mixing and translanguaging were considered signs of poor linguistic ability. There was a strong push towards using only the target language in foreign language education, aiming to limit the first language’s interference and foster a deeper immersion in the new language. However, later research has shown the benefits of incorporating the first language in bilingual education and language learning processes. It’s argued that a student’s knowledge in their native language can actually support their comprehension of a second language, suggesting that transferring certain linguistic or conceptual knowledge from L1 to L2 can be advantageous. This perspective encourages the strategic use of this knowledge transfer in teaching methods. Moreover, the text points to positive results from various studies on the positive impact of L1 usage in L2 classrooms. These insights pave the way for further exploration into the application of the first language in adult English as a Second Language (ESL)/English as a Foreign Language (EFL) education, particularly regarding providing corrective feedback.

The union of linguistics and prompt engineering: linguistic features of prompts to neural networks

This article offers a linguistic perspective on the study of the interaction between humans and Artificial Intelligence. The focus of the work is on analyzing human communication with neural networks which generate textual content. With the advent of text-based interfaces for neural networks, where programming skills are no longer required for human-AI communication, and it is sufficient to create text queries (prompts), one of the key skills for prompt engineers (specialists in prompt creation) has become the ability to ‘program’ and obtain AI responses corresponding to the query while using natural language resources. This work is aimed at studying, identifying, and describing the linguistic features of prompts and their parameters that influence the stylistic correctness of the generated responses by the neural networks.

Corpora and corpus-based studies of the languages of the Russian Federation

The article describes corpus resources for the languages of Russia and their use in linguistic research. The linguistic diversity of the country is quite substantial: currently 155 languages are identified as languages of Russia. Many of them are under threat of extinction, which makes the task of creating corpora particularly relevant as a tool for language preservation. In this study we conducted a survey among the staff of the Institute of Linguistics of the Russian Academy of Sciences and other colleagues, which helped us collect the data about 73 corpus resources representing various languages and dialects of Russia. The sample covers both major languages and languages with relatively few speakers, including unwritten languages. The article examines various parameters by which corpora may differ, and offers examples of research based on materials from the corpora. The final part of the article discusses the organizational aspects of creating and maintaining corpus resources. The results of the study suggest that corpus resources not only play an important role in preserving the linguistic diversity of Russia but also represent a valuable tool for various research tasks, as well as for creating other language resources.

Migration and linguistic integration: an investigation of Chinese immigrants’ language learning experience before moving to Africa

ABSTRACT The current study investigates the linguistic integration of Chinese immigrants, with a particular focus on their language learning experiences before migrating to Africa. As China’s presence in Africa grows, understanding how Chinese migrants prepare linguistically for their new environments becomes crucial. Through a mixed-methods approach, which include surveys and interviews conducted primarily in Cameroon, the research highlights the value of language skills for successful integration and examines the potential consequences of inadequate language proficiency. The study suggests that both Chinese and African governments should collaborate to encourage Chinese immigrants to learn destination languages even before migrating to Africa. This could be achieved by promoting proactive language acquisition initiatives, reevaluating language policies, and implementing standardised language testing. Emphasising the language learning experience is crucial not only for effective communication but also for reducing stereotypes and fostering deeper understanding and integration between the Chinese expatriate community and local populations. Providing language resources and support can greatly enhance crosscultural interactions and promote the harmonious coexistence of diverse Chinese communities across Africa.

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

The power of translanguaging by Papuan non-EFL students during EFL virtual class

The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

Language Operative Capacity in Small and Medium-sized Enterprises

AbstractLanguage-related IB research predominantly targets large MNCs, often overlooking the challenges that internationalizing SMEs face in effectively utilizing their limited language resources. To address this gap and assist SMEs in overcoming their unique language challenges, we develop a scale for language operative capacity (LOC), which measures a firm’s capacity to deploy language resources most productively throughout its global operations. We validate this instrument with data from 417 SMEs and examine its impact on two critical internationalization metrics: export performance and international networking capability. Our study makes three key contributions to language-related IB research and capacity research. First, we provide a comprehensive and robust LOC instrument, incorporating distinctions between potential and realized capacity from the capacity literature. Second, we offer a deeper understanding of language as a multi-level phenomenon by highlighting the interaction between individual-level language skills and organizational-level capacities. Third, we extend the scarce language-related IB research on SMEs by offering a nuanced understanding of LOC as a strategic resource, by validating the LOC instrument in the context of internationalizing SMEs, and by demonstrating its explanatory power for essential internationalization metrics. Additionally, our research provides SMEs with an actionable tool to assess their linguistic capacities, develop their language resources and optimize the use of these language resources in international operations.

Having dumplings with a fork: language use and ideologies of a Fuzhounese-American youth

ABSTRACT This case study investigates the language use and ideologies of a Chinese-American youth who speaks English, Mandarin, and Fuzhounese, and lives in a predominantly white town. It addresses the scarcity of research on Chinese heritage speakers of varieties in addition to Mandarin, particularly those living outside Chinese communities with extensive heritage language resources. The participant mainly spoke standard English in formal domains, colloquial English informally, and a mixture of English and basic Mandarin at home with his parents, while predominantly using English with his sister. He knew only a few words in Fuzhounese, which was rarely spoken in his daily life. His language ideologies interacted with his identity as a Chinese-American, perceptions of linguistic hegemony, and iconization pertaining to different ethnic communities. He viewed Mandarin as his heritage language with global significance, while Fuzhounese, despite of not mutually comprehensible with Mandarin, was only regarded as a dialect by him, iconized with negative stereotypes about rural Fuzhou and Brooklyn Chinatown. The study enhances our understanding of how multilingual children from immigrant families navigate different languages, and provides implications for offering culturally and linguistically sensitive support for immigrant families speaking less commonly taught languages outside their ethnic communities.

Customer-Centric digital transformation framework: Enhancing service delivery in SMES for underserved populations

This paper introduces a customer-centric digital transformation framework designed to enhance service delivery in Small and Medium Enterprises (SMEs) catering to underserved populations. As digital technology becomes increasingly essential in today’s economy, SMEs face the challenge of integrating these tools effectively to serve marginalized communities. This review explores how a customer-centric approach can enable SMEs to create inclusive digital solutions that meet the specific needs of underserved populations, ultimately driving economic empowerment and social equity. The proposed framework encompasses three core components: accessibility, personalization, and engagement. Accessibility ensures that digital platforms are designed with user-friendly interfaces that accommodate individuals with varying levels of digital literacy. By prioritizing mobile optimization and providing resources in local languages, SMEs can eliminate barriers to entry and facilitate greater participation among underserved customers. Personalization is a key element that allows SMEs to tailor their offerings based on customer insights and preferences. Utilizing data analytics and feedback loops, businesses can gain a deeper understanding of their customers' needs, enabling them to deliver customized products and services that resonate with underserved populations. This tailored approach not only enhances customer satisfaction but also fosters loyalty and trust within these communities. Engagement emphasizes the importance of fostering meaningful relationships between SMEs and underserved populations. By leveraging digital channels such as social media, mobile applications, and community forums, SMEs can create platforms for two-way communication and collaboration. This engagement empowers communities, allowing them to voice their needs and influence the development of products and services. In conclusion, the customer-centric digital transformation framework presented in this paper serves as a strategic guide for SMEs seeking to enhance service delivery for underserved populations. By focusing on accessibility, personalization, and engagement, SMEs can drive economic inclusion, promote social equity, and contribute to sustainable community development. This approach not only benefits the businesses involved but also creates lasting positive impacts within underserved communities.. Keywords: Customer-Centric, Digital Transformation, Smes, Underserved Populations, Accessibility, Personalization, Engagement, Economic Empowerment, Social Equity.

Barriers and facilitators to culturally sensitive care in general practice: a reflexive thematic analysis

BackgroundThis study investigated the perceived barriers and potential facilitators for culturally sensitive care among general practitioners in Flanders. Understanding these dynamics is crucial for improving healthcare quality and equity.MethodologyTwenty-one in-depth interviews were conducted with Flemish GPs. Braun and Clarke’s reflexive thematic analysis was employed to develop and interpret themes that elucidate shared underlying meanings and capture the nuanced challenges and strategies related to cultural sensitivity in healthcare.ResultsTwo core themes were generated: GPs’ uncertainty and opposition. These themes manifest in emotional responses such as frustration, miscomprehension, and feelings of helplessness, influencing relational outcomes marked by patient disconnect and reduced motivation for cultural sensitivity. The barriers identified are exacerbated by resource scarcity and limited intercultural contact. Conversely, facilitators include structural elements like interpreters and individual strategies such as engagement, aimed at enhancing GPs’ confidence in culturally diverse encounters. A meta-theme of perceived lack of control underscores the challenges, particularly regarding language barriers and resource constraints, highlighting the critical role of GPs’ empowerment through enhanced intercultural communication skills.ConclusionAddressing GPs’ uncertainties and oppositions can mitigate related issues, thereby promoting comprehensive culturally sensitive care. Essential strategies include continuous education and policy reforms to dismantle structural barriers. Moreover, incentivizing culturally sensitive care through quality care financial incentives could bolster GP motivation. These insights are pivotal for stakeholders—practitioners, policymakers, and educators—committed to advancing culturally sensitive healthcare practices and, ultimately, for fostering more equitable care provision.

Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)

Understanding the widespread adoption of foreign language books (FLBs) is imperative for language learners and educators, as it facilitates evaluating the efficacy and caliber of language resources. Using MARC-based bibliography analysis, the researcher uncovers publishing and subject information of popular FLBs and utilizes survival analysis to calculate the FLBs’ survival index. After conducting factor analysis, the researcher applies linear regression prediction and Bayesian estimation to determine the total number of FLB borrowings and borrowers. The borrowing index of FLBs collected in the past five years surpasses that of books collected for more than five years, and staff members demonstrate higher borrowing activity compared to undergraduate students, postgraduate students, and other readers. Acceptance emerges as the most critical factor influencing the total number of FLB borrowings and borrowers, cultural dominance has a relatively minor impact, and personal background is found to be less negatively influential. The estimates of the total number of FLB borrowers indicate that acceptance is constrained by personal background, which is restricted by cultural dominance.

(Trans)languaging-for-learning: A perspective from the South

Background: While the concept of translanguaging has gained significant traction in education in multilingual contexts, it is also debated and contested. Claims are made about what translanguaging can and cannot do, how different it might be from code-switching, whether it arises from a single repertoire of language resources or from use of separate languages, and whether it is detrimental to or supportive of the development and inclusion of marginalised languages.Objectives: In this article we consider what these debates might mean in the South African context and how translanguaging might be different in South Africa with its particular racialised history of marginalisation of African languages. Drawing on epistemologies of the South, we align with the argument that there are multiple multilingualisms. We argue for (trans)languaging pedagogies that embrace both more fixed or monolingual uses of named languages as well as fluid, multilingual use of repertoires.Method: We will review early conceptualisations of translanguaging, showing how these are born out of different contexts as well as how translanguaging is taken up in South African research. We will draw on three examples of fixed and fluid pedagogical translanguaging to show what is possible within a South African classroom context.Results: The three examples show that (trans)languaging-for-learning goes beyond communicating bilingually in a classroom and involves planned meaning negotiation.Conclusion: In (trans)languaging-for-learning, the emphasis is on using one’s full linguistic and semiotic repertoire in order to develop and show understanding of learning, rather than to demonstrate mastery of the use of standard named languages.Contribution: The article expands translanguaging theory by theorising (trans)languaging-for-learning from a Southern perspective.

Multilinguality and LLOD: A survey across linguistic description levels

Limited accessibility to language resources and technologies represents a challenge for the analysis, preservation, and documentation of natural languages other than English. Linguistic Linked (Open) Data (LLOD) holds the promise to ease the creation, linking, and reuse of multilingual linguistic data across distributed and heterogeneous resources. However, individual language resources and technologies accommodate or target different linguistic description levels, e.g., morphology, syntax, phonology, and pragmatics. In this comprehensive survey, the state-of-the-art of multilinguality and LLOD is being represented with a particular focus on linguistic description levels, identifying open challenges and gaps as well as proposing an ideal ecosystem for multilingual LLOD across description levels. This survey seeks to contribute an introductory text for newcomers to the field of multilingual LLOD, uncover gaps and challenges to be tackled by the LLOD community in reference to linguistic description levels, and present a solid basis for a future best practice of multilingual LLOD across description levels.

DERCo: A Dataset for Human Behaviour in Reading Comprehension Using EEG

This paper introduces the DERCo (Dublin EEG-based Reading Experiment Corpus), a language resource combining electroencephalography (EEG) and next-word prediction data obtained from participants reading narrative texts. The dataset comprises behavioral data collected from 500 participants recruited through the Amazon Mechanical Turk online crowd-sourcing platform, along with EEG recordings from 22 healthy adult native English speakers. The online experiment was designed to examine the context-based word prediction by a large sample of participants, while the EEG-based experiment was developed to extend the validation of behavioral next-word predictability. Online participants were instructed to predict upcoming words and complete entire stories. Cloze probabilities were then calculated for each word so that this predictability measure could be used to support various analyses pertaining to semantic context effects in the EEG recordings. EEG-based analyses revealed significant differences between high and low predictable words, demonstrating one important type of potential analysis that necessitates close integration of these two datasets. This material is a valuable resource for researchers in neurolinguistics due to the word-level EEG recordings in context.

Unpacking Evaluative Meaning-Making Resources in Verbal Movie Descriptions: A Comparative Study of Native and Non-Native English Speakers

The present study explored how native speakers (NSs) and non-native speakers (NNSs) of English exploit evaluative meaning-making resources of English when sharing their judgements and opinions on English movie descriptions. To this end, 10 native speakers of Australian English and 10 Iranian non-native speakers took part in on-line informal interviews, based on an approach known as snowball sampling. The study employed a combination of both qualitative and quantitative methods of analysis. The results revealed significant differences in the use of evaluative language between the two groups, with NNSs focusing more on Affect, Judgment and Appreciation respectively, while NSs prioritized Appreciation, followed by Affect and Judgment. The findings are discussed by reference to cultural and linguistic differences in the use of evaluative resources. Moreover, NSs relied more on invoked evaluation whereas NNSs showed a preference for inscribed evaluation. However, both groups utilized a higher frequency of positive descriptions in during their descriptions of English movies. These findings can provide valuable insights for language teaching and research, highlighting the significance of incorporating evaluative language resources into language instruction. The study further brought attention to the interconnectedness of diverse evaluative resources such as reference to emotions and judgements with complex linguistic and cultural domains.

Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs

This entry reviews the research around identifying and supporting students with additional educational needs (AEN) in immersion education. This is important as it is clear from international research that teachers in this form of education experience challenges due to the lack of availability of minority language services, assessments, interventions, and resources. The international research and literature on the positive practices that can be implemented in immersion education to help teachers and schools overcome the challenges they encounter is reviewed. The themes included in this entry are inclusive pedagogies, assessment, literacy, mathematics, and challenging behaviour.

Masalah dalam Terjemahan Majāz Mursal al-Quran: Analisis Terhadap Hubungan Ĩtibār mā sayakūn

Majāz mursal is one of al-Majāz's styles in Arabic rhetoric sciences. It contains an implicit or implied meaning that is not explicitly stated. The literal approach will lead to the loss of the implicit meaning in majāz mursal. Therefore, this study aims to compare the approach used by several translation texts in the translation of synecdoche in Quranic discourse specific to the relationship of the event that will occur (ĩtibār mā sayakūn) to see the equivalence of the actual meaning found in the Quran with the target text. This study is qualitative library research for adopting content analysis methods and purposive sampling techniques. This study's primary data source was collected from al-Burhān fĩ 'Ulum al-Quran. Four translation texts of the Quran by Hidayah House of Quran, Karya Bestari, Abdullah Basmeih, and Yayasan Restu are used as a corpus to examine the approaches of translation used by the four texts. Data analysis of the selected translation is based on the theory of explicitation introduced by Vinay & Darbelnet (1995) and the explicitation technique presented by Murtisari (2016). To measure the accuracy and compatibility of resource language messages with the target language, interpretation of the book of tafsĩr are referred to, such as al-Kashshāf by Al-Zamakhsyarĩ, al-Jalālain by Al-Suyūti, An'war At-Tanzĩl wa Asrāru At-Ta'wĩl by Baydhāwi, Al-Tashĩl lĩ 'Ulum al-Tanzĩl by Ibn Juzayy, al-Tahrĩr Wa Tanwĩr by Ibn' Asyur, Jami'ul Bayān by Al-Tabarĩ, Fĩ Zilāl al-Quran by Syed Qutb and Tafsĩr al-Munĩr by Wahbah Zuhailĩ. This study shows that two (2) of the five (5) (data) have shown the use of applying the explicitation strategy. It can reveal the implicit meaning that exists in the language style of majāz mursal from the relationship related to things that will happen (ĩtibar mā sayakūn) compared to the literal translation method.

Construction of English corpus oral instant translation model based on information security and deep learning

In order to improve the quality of translation, avoid translation ambiguity and accurately present the content of the source language, supported by the concept of deep learning and guaranteed by information security, an instant oral translation model is constructed for English corpus. The aim of this study is to enhance the efficiency and accuracy of oral translation systems through the application of deep learning algorithms. Specifically, we employ a sample training mechanism tailored to the unique characteristics of oral translation, allowing for separate training of system interaction and translation data. Furthermore, by redesigning the interaction hardware, this research comprehensively redefines the hardware structure of the translation system, marking a significant step towards improving the usability and performance of such systems. After obtaining and processing effective security sensitive information, language resources are managed by using database management system, which fundamentally improves the level of network information security. The performance of the existing oral automatic translation system (Test Group 1) and the system designed in this paper (Test Group 2) is tested by experiments, and the results are as follows: (1) The translation system designed here has better interactive performance, and it is better than Test Group 1. (2) The adaptive index value of Test Group 1 is 1, and that of Test Group 2 is 0.5, which proves that the adaptive ability of system algorithm of Test Group 2 is better than that of Test Group 1. (3) When comparing the translation speed, the translation time of Test Group 2 is only 70.7 s, while that of Test Group 1 is 130.6 s, so the proposed translation system is obviously superior to that of Test Group 1.

Challenges in Intellectualizing Sesotho for Use in Academic Publications

This paper explores challenges in intellectualizing Sesotho for academic works beyond literary-based theses. It also overviews resources for the intellectualization of official Indigenous languages of South Africa, focusing on national translation projects for terminology development. Furthermore, it highlights efforts by the South African Centre for Digital Language Resources in creating and collecting corpora for all official languages, including Sesotho. Challenges in Sesotho lexicography, especially with corpus-based approaches, are discussed. Additionally, the paper reflects on the authors' experiences with publishing academic articles in Sesotho in South African journals. It discusses obstacles faced, and strategies employed, including dialogues with reviewers on creating new terms and choosing between Lesothan Sesotho and South African Sesotho orthographies. Finally, the essay addresses challenges posed by limited publication avenues for indigenous languages in southern Africa and academic pressures for citations and research impact. It aims to shed light on lesser-known Indigenous languages in Southern Africa by spotlighting challenges and solutions to academic publications in Sesotho. Overall, the paper concludes that efforts at intellectualizing Sesotho and other South African indigenous languages are evident. Even so, there is far less emphasis on using Sesotho and other indigenous languages for academic discourses.