Spoken Language Research Articles

Self-reported social well-being of children with hearing loss in 2023.

To study the level of social well-being for children with HL using self-completed questionnaires. The data sample relates to a total of 22 children representing a new group of children with hearing loss (HL). This new group is defined as HL detected through neonatal hearing screening and fitted with hearing technology when relevant before 6 months, received bilateral cochlear implants before one year of age followed by specific educational training using the auditory-verbal practice. The age range was from 9 to 12 years. Two self-completed questionnaires were used: The California Bullying Victimisation Scale (CBVS) and the Strengths and Difficulties Questionnaire (SDQ). The project design was a prospective case series. Self-completed assessments revealed levels of social well-being for both questionnaires comparable to populations with normal hearing. CBVS results showed that a total of 52.6% reported being 'not a victim', 36.8% peer victims and 10.5% bully victims. Results from SDQ revealed that 94.7% of the children reported being within the normal level for scores on both social strength and difficulties, 5.3% scored slightly raised/lowered and 0% had high/low scores or very high/low scores. The new group of children with HL presented with self-completed scores comparable to peers with normal hearing. It is time to raise expectations for children with HL in terms of not only outcomes on audition and spoken language but also most importantly on levels of social well-being. Furthermore, it is discussed whether this new group can also be defined as a new generation of children with HL.

Analytical Study of Deori Ethnic Identity Living in Assam

Like every tribe living in the north-east of India, the Deori community too has its own cultural identity. Deori culture has contributed immensely in giving a diverse and perennial look to the larger Assamese culture. The Deoris, who mainly live in Assam and Arunachal Pradesh, belong to the Assamese-Burmese branch of the Tibeto-Burmese region of the Sino-Tibetan language-family in anthropological considerations and in linguistic terms. Not all Deori people use Deori because of the geographical location of the Deori people living in different parts of Assam and are influenced by different language speakers. There are four faids of the Deori tribe. These are: 1) Dibangia Faid 2) Tendapania Faid 3) Bargaya Faid and 4) Patargaya Faid. Out of these four faids, only among the Dibangiya Fayeds is the present Deori language. The people of these Dibangiya Faids are living in the districts of Lakhimpur, Dhemaji, Jorhat, Tinsukia, etc. in Assam. In formal activities, these people speak Assamese language. In the past, the language was prevalent among all the elders of the Deoris, though the Bargiya and It is not known when the people of Tengapaniya Faid abandoned their language and adopted Assamese as their mother tongue. It is possible that due to contact with the Assamese language, it can be thought that these Faizs stopped speaking their language. Our research article attempts to discuss the Deori tribal history of Assam in a holistic manner. Key word - Deori Caste Introduction, Deori Caste History, Deori Caste, Culture

Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages

AbstractTaza in Spanish refers to cups and mugs in English, whereas glass refers to different glass types in Spanish: copa and vaso. It is still unclear whether such categorical distinctions induce early perceptual differences in speakers of different languages. In this study, for the first time, we report symmetrical effects of terminology on preattentive indices of categorical perception across languages. Native speakers of English or Spanish saw arrays of cups, mugs, copas, and vasos flashed in streams. Visual mismatch negativity, an implicit electrophysiological correlate of perceptual change in the peripheral visual field, was modulated for categorical contrasts marked in the participants’ native language but not for objects designated by the same label. Conversely, P3a, an index of attentional orienting, was modulated only for missing contrasts in the participants’ native language. Thus, whereas native labels influenced participants’ preattentive perceptual encoding of objects, nonverbally encoded dissociations reoriented their attention at a later processing stage.

Migration through a language planning lens: a typology of Welsh speakers’ migration decisions

ABSTRACT This paper seeks to explain the migration decisions of minority language speakers by investigating motivating factors. Viewed through a language planning lens, the study pushes the parameters of some of the discipline's more recent agency concepts within the context of migration. Semi-structured interviews were conducted with 60 Welsh speakers aged 18–40 who have stayed, left, or returned to the Welsh language ‘heartlands’ to create a typology representing the diversity in speakers’ priorities when deliberating migration decisions. The data shows that the Welsh language is a significant consideration in the migration decisions of some typology groups, however most groups prioritised other factors. It was found that, in some cases, employment was a means of sustaining speakers within the linguistic community or attracting them back, offering much-needed evidence to support key tenets of the Welsh Government's current language strategy. Furthermore, given the likelihood of minority language speakers’ decision to stay, leave or return to a language ‘stronghold’ to increase or limit opportunities to use the language, we argue that migration is an important context for probing the use of agency by minority language speakers at a micro level. Consequently, we contend that migration should receive greater attention from language planning scholars.

Understanding inequalities of Philippine English in job interviews

AbstractThe job interview is an illustrative encounter where inequalities in relation to Philippine English can be apprehended. Drawing on the reported experiences of ten job gatekeepers from various institutions, this study examines the complex ways job candidates are accepted and rejected on the basis of their spoken languages. The findings are as follows: First, there are normative varieties privileged by gatekeepers in the job interview. Access to these languages is shaped by social class and ethnolinguistic membership. Consequently, candidates were rejected because they could not speak languages that gatekeepers regarded as legitimate. It is also found that interview decisions were influenced by local and global markets, which are themselves outcomes of globalization and capitalism. Based on these findings, two suggestions are made to further understand the ways Philippine English (re)produces inequalities. The first is a rethinking of its emancipatory effects and the second concerns the politics of recognition in Philippine English studies.

Minority language happiness: The link between social inclusion, well-being, and speaking a regional language in the northern Netherlands

Belonging to groups is often based on shared features between members and is associated with higher levels of (social) well-being. One especially strong marker of one's group membership is language. In linguistics, most research about group membership and well-being focuses on migrants and refugees. However, very little research has focused on the link between speaking a regional language and well-being. This is surprising, as regional languages index a strong shared in-group identity that could lead to exclusion of those who do not speak them. As a first empirical step, this paper reports on the association between regional language use (specifically, of Frisian and Low Saxon) and social well-being. We distributed a language background questionnaire to participants of the Lifelines cohort, a multigenerational cohort study comprising data from 167,729 participants living in the north of the Netherlands. In both language contexts (Frisian in Fryslân, and Low Saxon in Groningen and Drenthe), those using the regional language half of the time or more were found to have significantly more social contacts. They also experienced higher levels of social embeddedness than those who did not know or did not frequently use the regional language. The higher degree of social embeddedness for frequent regional language users was most strongly present in rural areas. Furthermore, we found that frequent users of Frisian living in Fryslân had higher levels of social embeddedness in rural areas than frequent users of Low Saxon living in Groningen or Drenthe. No effect was found for more overt measures of social well-being such as loneliness or life satisfaction. While our results confirm an association between regional language speaking and some indices of social functioning on a large scale, they cannot uncover a causal relationship between the two. We discuss how longitudinal studies and interviews in future studies may inform us further about the relation between regional language use and social well-being.

Statistical relationships between surface form and sensory meanings of English words influence lexical processing.

Across spoken languages, there are some words whose acoustic features resemble the meanings of their referents by evoking perceptual imagery, i.e., they are iconic (e.g., in English, "splash" imitates the sound of an object hitting water). While these sound symbolic form-meaning relationships are well-studied, relatively little work has explored whether the sensory properties of English words also involve systematic (i.e., statistical) form-meaning mappings. We first test the prediction that surface form properties can predict sensory experience ratings for over 5,000 monosyllabic and disyllabic words (Juhasz & Yap, 2013), confirming they explain a significant proportion of variance. Next, we show that iconicity and sensory form typicality, a statistical measure of how well a word's form aligns with its sensory experience rating, are only weakly related to each other, indicating they are likely to be distinct constructs. To determine whether form typicality influences processing of sensory words, we conducted regression analyses using lexical decision, word recognition, naming and semantic decision tasks from behavioral megastudy data sets. Across the data sets, sensory form typicality was able to predict more variance in performance than sensory experience or iconicity ratings. Further, the effects of typicality were consistently inhibitory in comprehension (i.e., more typical forms were responded to more slowly and less accurately), whereas for production the effect was facilitatory. These findings are the first evidence that systematic form-meaning mappings in English sensory words influence their processing. We discuss how language processing models incorporating Bayesian prediction mechanisms might be able to account for form typicality in the lexicon. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills

Speaking skills are defined as the skills which involve guiding learners to articulate thoughts coherently, express ideas fluently, and communicate effectively in spoken language through various interactive and engaging activities. As communication has become increasingly pivotal in the globalized landscape, the demand for effective speaking proficiency is more prominent than ever. The prime objective of writing this review article is to explore major challenges, and opportunities in teaching speaking skills in the context of English as a Foreign Language (EFL). In pursuit of this objective, extensive reviews and analyses of related materials from books, journal articles, and online resources have been undertaken. This article concludes that pronunciation, vocabulary building, fluency, grammar and syntax, listening skills and interactive activities are the aspects of teaching speaking skills, and learners’ anxiety and shyness, large class sizes, lack of teacher expertise, limited exposure and sources, lack of practice opportunities, diverse student needs, inadequate pronunciation correction, etc. are major challenges. Concurrently, authentic communication tasks, technology integration, peer interaction and collaborative activities, self-assessment and reflection, enhanced communication skills, real-life application, increased language proficiency, critical thinking and problem-solving, building confidence, career advancement, global communication, student engagement, etc. are prominent opportunities within the teaching of speaking skills. The findings of this study have implications for EFL teachers, teachers and curriculum designers who aim to enhance the quality of speaking skills in EFL contexts.

The Human, Non-human Affective Entanglements: 
A Posthuman 
Perspective of an 
ESOL Classroom

In the age of Anthropocene, we problematize the multitudes of affordances of humanism that we are ultimately entwined by and within. Education is a discipline that always placed predominance to the human centredness ignoring several non-human and non-living objects that also form a part of teaching and learning. However, the humanistic notions of hierarchies have undergone radical changes. The locus in a classroom is no longer regulated by teachers and in a multicultural, multilingual classroom, the interaction between teacher, learners, materials and methods are evolving continually redefining the power relations. This essay highlights how every assemblage (an assemblage being a random clubbing of several human and non-human elements) is unique and in a state of flux to act and react with various human and non-human elements within/outside classroom territories. Designed as an autoethnographic study, by analysing the major tenets of posthumanism and by connecting them with English language education, this article argues for a posthuman turn in English language teaching and learning by examining the research diary entries of the author to identify how the entanglement of affect, rhizome and assemblage results in deterritorialization. Episodes and anecdotes from an ESOL (English for Speakers of Other Languages) teaching context in England serve as primary data. This autoethnographic study reveals the agential assemblages in the classrooms which problematize the singular agency of the teacher as the reservoir of knowledge and discusses how the power structure in the classroom is altered when learners and their affective assemblages influence the teacher and the very practice of teaching.

Active Language Modulates Color Perception in Bilinguals

AbstractColor terms divide the color spectrum differently across languages. Previous studies have reported that speakers of languages that have different words for light and dark blue (e.g., Russian siniy and goluboy) discriminate color chips sampled from these two linguistic categories faster than speakers of languages that use one basic color term for blue (e.g., English blue). This effect has been reported to be disrupted when participants engaged in a verbal interference task, suggesting that active language use can modulate the linguistic category effect. The current study provided a stringent test of this hypothesis by examining color discrimination under verbal interference in bilinguals speaking Lithuanian (two blue categories) and Norwegian (one blue category). The results revealed that the language activated during verbal interference had a significant impact on bilinguals’ color discrimination. Specifically, Lithuanian–Norwegian bilinguals exhibited a color category effect only when performing the task under verbal interference in Lithuanian but not in Norwegian. This demonstrated, within the same individuals, the momentary effect of active language processing on color perception.

Are minimally verbal autistic children's modality and form of communication associated with parent responsivity?

Prior work examined how minimally verbal (MV) children with autism used their gestural communication during social interactions. However, interactions are exchanges between social partners. Examining parent-child social interactions is critically important given the influence of parent responsivity on children's communicative development. Specifically, parent responses that are semantically contingent to the child's communication plays an important role in further shaping children's language learning. This study examines whether MV autistic children's (N = 47; 48-95 months; 10 females) modality and form of communication are associated with parent responsivity during an in-home parent-child interaction (PCI). The PCI was collected using natural language sampling methods and coded for child modality and form of communication and parent responses. Findings from Kruskal-Wallis H tests revealed that there was no significant difference in parent semantically contingent responses based on child communication modality (spoken language, gesture, gesture-speech combinations, and AAC) and form of communication (precise vs. imprecise). Findings highlight the importance of examining multiple modalities and forms of communication in MV children with autism to obtain a more comprehensive understanding of their communication abilities; and underscore the inclusion of interactionist models of communication to examine children's input on parent responses in further shaping language learning experiences.

Do languages spoken in multilingual communities converge? A case study of reflexivity marking in Mano and Kpelle

Abstract This paper explores variation in the patterns of reflexivity marking in the Mano language and possible influence from the Kpelle language by using an experimental design with a picture questionnaire. While Kpelle does not have a morphological distinction between reflexive and basic pronouns, the Mano variety spoken by Mano-dominant individuals does possess such a distinction in 3sg. In contrast, the Mano variety spoken by Kpelle-dominant individuals shows a pattern borrowing from Kpelle into Mano, whereby the basic pronoun is used for both coreferential and disjoint readings. In a bilingual village, however, despite daily usage of both languages, almost all speakers from our sample manifest a uniform pattern that aligns closely with the monolingual Mano pattern of reflexivity marking. Therefore, the intensity of contact alone does not predict the amount of influence of Kpelle on Mano. Contrary to predictions by Labov (2010. Principles of linguistic change. Volume 3, Cognitive and cultural factors. Hoboken: Wiley-Blackwell: 5), we conclude that the languages spoken in a multilingual speech community do not necessarily converge and that a balanced multilingual community may provide enough input to acquire monolingual-like competence, at least according to the specific parameter under investigation. In the long run, however, convergence between Mano and Kpelle could indeed be taking place, with Mano losing its reflexivity contrasts, having already lost the contrast in 3pl.

Metaphorical Personal Names in Mabia Languages of West Africa

Cultural philosophies, belief systems and experiences serve as superordinate cultural concepts that are reconceptualised and expressed using metaphorical personal names in Mabia languages. Metaphorical personal names are ‘vehicles’ that transport the worldviews of speakers of Mabia languages to the target audiences. Every metaphorical personal name shares properties of a superordinate umbrella concept such that even newly created metaphorical names fall within an already existing cultural philosophy. This study argues that there is a corresponding relationship between a metaphorical personal name, the source domain, and its superordinate umbrella philosophical concept, the target domain. The study uses data from four Mabia ‘sister’ languages of West Africa: Dagbani, Kusaal, Likpakpaln, and Sisaali. The findings show that the source domains of these names include the name-bearer and the personal name itself, and the name-giver, whilst the target domains include flora and fauna terms, belief systems, innuendos and proverbs, experiences of name-givers, ‘death prevention’ labels, among others. The article also establishes that both sociocultural and ethnolinguistic factors influence the use of metaphorical personal names in the cultures under study. The Conceptual Metaphor Theory (CMT) is employed for the analysis of data in this research. The work uses the qualitative method and data are sourced from semi-structured interviews, from school registers and other previous studies on personal names in the selected languages.

Racial and Ethnic Disparity in Approach for Pediatric Intensive Care Unit Research Participation.

While disparities in consent rates for research have been reported in multiple adult and pediatric settings, limited data informing enrollment in pediatric intensive care unit (PICU) research are available. Acute care settings such as the PICU present unique challenges for study enrollment, given the highly stressful and emotional environment for caregivers and the time-sensitive nature of the studies. To determine whether race and ethnicity, language, religion, and Social Deprivation Index (SDI) were associated with disparate approach and consent rates in PICU research. This retrospective cohort study was performed at the Children's Hospital of Philadelphia PICU between July 1, 2011, and December 31, 2021. Participants included patients eligible for studies requiring prospective consent. Data were analyzed from February 2 to July 26, 2022. Exposures included race and ethnicity (Black, Hispanic, White, and other), language (Arabic, English, Spanish, and other), religion (Christian, Jewish, Muslim, none, and other), and SDI (composite of multiple socioeconomic indicators). Multivariable regressions separately tested associations between the 4 exposures (race and ethnicity, language, religion, and SDI) and 3 outcomes (rates of approach among eligible patients, consent among eligible patients, and consent among those approached). The degree to which reduced rates of approach mediated the association between lower consent in Black children was also assessed. Of 3154 children included in the study (median age, 6 [IQR, 1.9-12.5] years; 1691 [53.6%] male), rates of approach and consent were lower for Black and Hispanic families and those of other races, speakers of Arabic and other languages, Muslim families, and those with worse SDI. Among children approached for research, lower consent odds persisted for those of Black race (unadjusted odds ratio [OR], 0.73 [95% CI, 0.55-0.97]; adjusted OR, 0.68 [95% CI, 0.49-0.93]) relative to White race. Mediation analysis revealed that 51.0% (95% CI, 11.8%-90.2%) of the reduced odds of consent for Black individuals was mediated by lower probability of approach. In this cohort study of consent rates for PICU research, multiple sociodemographic factors were associated with lower rates of consent, partly attributable to disparate rates of approach. These findings suggest opportunities for reducing disparities in PICU research participation.

Is the Suppliance of L2 Inflectional Morphology Subject to Covert Contrasts? An Analysis of the Production of L2 English Third Person Singular Agreement by L1 Bengali Speakers

The cause(s) of missing inflectional morphology in obligatory contexts by adult speakers of second language (L2) English is subject to ongoing discussion. Whatever the specific theory, however, the apparent asymmetrical production of the morpheme ‘-s’ in the marking of number on plural nouns versus that on third person singular agreement has to be accounted for. This study adopts the theoretical approach put forward by the Prosodic Transfer Hypothesis, whereby the prosodic representation of inflectional morphology in the first language (L1) can, to some extent, account for differences in the suppliance of inflectional morphology in L2 English within and across L1s. It is in this context that the production of third person singular agreement, and, for contrastive purposes, number on plural nouns, by L1 Bengali speakers of L2 English, is considered in relation to available prosodic representation in the L1, as well as against phonological processes attested in L1 acquisition. More specifically, covert contrasts. An inspection of spectrograms from instances of the omission of inflection by L1 Bengali speakers of L2 English at Beginner to Intermediate proficiency levels does not, however, indicate that learners are covertly supplying agreement on the third person singular (or plural number on nouns). This finding does not necessarily rule out the occurrence of covert contrasts in L2 production of inflectional morphology; alternative techniques may detect a systematic difference between bare verbs and non-audible (to the listener) inflection.

Understanding the genomic heterogeneity of North African Imazighen: from broad to microgeographical perspectives.

The strategic location of North Africa has led to cultural and demographic shifts, shaping its genetic structure. Historical migrations brought different genetic components that are evident in present-day North African genomes, along with autochthonous components. The Imazighen (plural of Amazigh) are believed to be the descendants of autochthonous North Africans and speak various Amazigh languages, which belong to the Afro-Asiatic language family. However, the arrival of different human groups, especially during the Arab conquest, caused cultural and linguistic changes in local populations, increasing their heterogeneity. We aim to characterize the genetic structure of the region, using the largest Amazigh dataset to date and other reference samples. Our findings indicate microgeographical genetic heterogeneity among Amazigh populations, modeled by various admixture waves and different effective population sizes. A first admixture wave is detected group-wide around the twelfth century, whereas a second wave appears in some Amazigh groups around the nineteenth century. These events involved populations with higher genetic ancestry from south of the Sahara compared to the current North Africans. A plausible explanation would be the historical trans-Saharan slave trade, which lasted from the Roman times to the nineteenth century. Furthermore, our investigation shows that assortative mating in North Africa has been rare.

Linguistic-induced life insurance consumption

Linguistic research shows that there are differences in how language distinguishes future events from the present. When a language speaker separates the grammatical structure of a language from the future and present, they also separate the future and present in behavior when facing intertemporal choices. In this study, we investigate language induced time perception as a determinant of cross-country life insurance consumption. The evidence demonstrates that life insurance consumption is higher in countries where there is non-obligatory grammatical future tense in language. This result still confirms the language-insuring hypothesis after considering cultural dimensions, alternative language variables, alternative insurance variable and endogeneity problem. To sum up, the results suggest that language featured by future time reference affects speaker’s time perception and life insurance decision. Our evidence also provides implication for life insurer in multinational businesses.

Advocating for Mother Tongue as a Medium of Instruction in Moroccan Multilingual Public Schools

Since independence, Morocco has adopted Arabization, a monolingual policy that entails the use of Standard Arabic as the sole medium of instruction in public schools. But recent policies have advocated for a multilingual education that promotes mother tongues’ use in early instruction in public schools and foreign languages. In 2003, a National Education and Training Charter called for teaching the mother tongue Tamazight. As a result, Tamazight was recognized as an official language and was integrated into the school system. Although Moroccan Arabic or Darija is also the mother tongue that most Moroccans learn to speak since their birth, and the language of daily communication, it is overlooked in the education sector. Recent debates have advocated for its use in public schools and for its standardization to obtain an official standing with Standard Arabic and Tamazight. This paper aims to contribute to discussions about mother tongues education and attempts to shed light on the importance of both mother tongues, Moroccan Arabic and Tamazight in Morocco. First, I will provide a description of Moroccan linguistic landscape considering all languages spoken, their status and their use. Secondly, I will discuss different past and present linguistic and educational policies focusing on the current one advocating for mother tongue Moroccan Arabic. Thirdly, I will examine challenges and problems that could face the implementation of this mother tongue policy. Finally, I will end this paper with recommendations for using Moroccan Arabic along with Standard Arabic and Tamazight in public schools. Keywords: mother tongue policy, Moroccan educational policies, implementation assessment

Exploring the Role of TESOL in Enhancing Education for Marine Engineering undergraduate students: A Literature Review

The utilization of English within the domain of marine engineering holds paramount significance, especially as exploration of the oceans continues and the field of marine engineering undergoes globalization. Nevertheless, traditional English education in marine engineering exists certain shortcomings. Teaching English to Speakers of Other Languages (TESOL), as an educational technology, harbours the potential to overcome these deficiencies. This paper conducts an analysis of the current state of marine engineering English education and related research areas, while scrutinizing the application needs and characteristics of marine engineering English. These analyses are compared with the attributes of TESOL education technology to explore its potential applicability. This paper provides a comprehensive examination of the field, pinpointing its inherent limitations. Among these challenges are hurdles in educator training, technical complexities, and a paucity of teaching resources. Additionally, it offers insightful recommendations for advancement and outlines promising prospects for the future. Essentially, this paper serves as a commendable coupling of arts and sciences, offering a valuable reference point for the advancement of English language education within the realm of marine engineering.

Understanding the Character Diversity: The Teaching Model of Indonesian for Speakers of Other Languages Across Generations

Perkembangan teknologi dan komunikasi telah melahirkan generasi Baby Boomers, generasi X, generasi Y, generasi Z, dan generasi Alfa. Setiap generasi memiliki karakteristik yang berbeda dalam kegiatan pengajaran. Pengajaran bahasa Indonesia bagi penutur asing (BIPA) dapat diikuti mulai dari generasi Baby Boomers hingga generasi Alfa. Perbedaan karakteristik antargenerasi dalam pengajaran BIPA perlu dilakukan penyesuaian terkait model pengajaran yang digunakan. Model pengajaran yang sesuai dengan karakteristik generasi memudahkan pelajar dan pengajar BIPA dalam mencapai tujuan pengajaran. Penelitian ini bertujuan untuk mendeskripsikan model pengajaran BIPA yang sesuai dengan karakteristik masing-masing generasi pelajar. Metode penelitian yang digunakan adalah studi pustaka. Hasil penelitian ini adalah model pengajaran BIPA lintas generasi yang terdiri dari (1) struktur pengajaran BIPA, (2) lingkungan belajar, dan (3) sistem pendukung pengajaran. Struktur pengajaran BIPA merupakan fase-fase pengajaran yang dikembangkan oleh pengajar BIPA sesuai dengan karakteristik generasi pelajar BIPA dengan tujuan mencapai standar kompetensi lulusan. Lingkungan belajar diformat berdasarkan sistem sosial dan karakteristik generasi pelajar BIPA. Sistem pendukung model pengajaran BIPA lintas generasi terdiri dari sumber belajar, media pengajaran, dan bahan ajar yang disesuaikan dengan karakteristik generasi pelajar BIPA.The development of technology and communication has been raising to the Baby Boomers generation, generation X, generation Y, generation Z, and generation Alpha. Each generation has different characteristics in learning activities. Indonesian for Speakers of Other Languages (BIPA) can be learned from the Baby Boomers generation to the Alpha generation. Characteristic differences among generations in learning BIPA should be adjusted regarding the learning model used. The suitable learning model for each generation’s characteristic makes the learning BIPA easier for the students and teachers to achieve the learning goals. This study aims to describe the BIPA learning model based on the characteristics from each generation of students. The research method used is literature studies. The results of this study are producing BIPA learning model across generation which is consisting of (1) BIPA learning procedure, (2) learning environment, and (3) learning support system. The BIPA learning procedure is the teaching phases developed by BIPA teachers based on the characteristics of the BIPA student’s generation with the purpose of achieving the competency standards. The learning environment is created based on the social system and the characteristics of the BIPA students’ generation. The support system for the across generations BIPA learning model consists of learning resources, learning media, and teaching materials that are adjusted to the characteristics of the generation of BIPA students.