<i>While pluralized concepts such as multiliteracies, multilingualism, and translanguaging are often portrayed as cutting-edge research discourses in the West, non-Western communities have a rich history of engaging with these multidimensional forms of literacy and language use. This article recommends Reconstructive Discourse Analysis (RDA) as a decolonial research methodology to recognize and incorporate non-Western communities’ perceptions of semiotically complex language and literacy practices into mainstream research discourses. The authors describe the steps involved in RDA and illustrate its application through a comparative study of recent Western discourses on translanguaging and ancient Chinese notions of interlinguality: "</i><i>通九蕃</i><i>语</i><i>" and "</i><i>解六蕃</i><i>译</i><i>". This experiment highlights the contextual nature of Western theorizations about translanguaging, revealing how it is influenced by responses to modern European nation-states and their associated discriminatory social, racial, and linguistic categorizations. In contrast, the Chinese concepts prioritize multilingualism in everyday professional, social, and political interactions for mutual comprehension and the prevention of discriminatory hierarchies. The authors conclude that each concept is a response to local and time-bound discourses, and claims to universality and uniqueness of a theory can be challenged by centering similar concepts in other contexts.</i>

Words without power: Reduced semantic (but not grammatical) agency signals low mood and self-esteem.

Large Language Models (LLMs) are poised to fundamentally reshape entrepreneurial work, but it remains unclear whether this technology can support judgment-intensive entrepreneurial tasks. Prevailing skepticism holds that LLMs are inherently unreliable for such deep augmentation because, despite their language competence, they do not think. In contrast, we draw on Ludwig Wittgenstein and Alan Turing to advance a language-centered perspective on entrepreneurial work. Wittgenstein demystifies thought as linguistic activity and treats reasoning and understanding as linguistic abilities exercised in thinking. Extending this stance to the domain of machine intelligence, Turing grounds claims about intelligence in testable performances of language use. Together, they enable us to (1) conceptualize LLMs as an epistemic technology whose linguistic competence may suffice for the deep augmentation of entrepreneurship and (2) reorient research from skepticism toward fine-grained Turing tests of entrepreneurial work. We illustrate and support the language-centered perspective through two studies on crafting effective entrepreneurial narratives, a judgment-intensive task. Initially, we document that the LLM competently blends expert rhetorical strategies to create and refine narratives that effectively align with stakeholder needs. We then experimentally demonstrate that, when coupled with stakeholder-guided iterations, LLMs produce measurable improvements in narratives tailored to distinct stakeholder priorities. More broadly, our rethinking of entrepreneurial work through language-centered lenses helps theoretically support bold predictions about what entrepreneurs can accomplish with a nonhuman intelligence that has “only” mastered human language. • Challenges the philosophical underpinnings of skepticism about LLMs in entrepreneurial judgment • Positions LLMs as epistemic technologies for deep augmentation in entrepreneurship • Proposes a research program of fine-grained, task-specific Turing tests for entrepreneurial work • Demonstrates LLMs can craft and iteratively refine effective entrepreneurial narratives across diverse stakeholder priorities • Documents that LLMs help remove a key entry barrier to entrepreneurship

Which aspect of the bilingual experience affects Theory of Mind in autistic and neurotypical children?

The purpose of this research was to examine teacher experiences and instructional practices in borderland schools to determine the conditions shaping multilingual literacy instruction and how these experiences differ according to teacher characteristics. This study was a pilot study with a sample of 16 teachers who completed a survey measuring structural barriers, cultural responsiveness, instructional practices, and professional learning and collaboration. Descriptive findings indicated perceptions of moderate institutional support, including funding, technology access, and a vision for multilingual education, although teachers reported limited access to bilingual materials and specialist support. Teachers demonstrated confidence in integrating students’ cultural identities into literacy instruction yet noted limited institutional encouragement for translanguaging and home language use. While differentiated instructional practices were widely implemented, attention to contextual factors such as mixed-status families and geographic isolation varied. Mann–Whitney U analyses revealed that Hispanic teachers and those with multicultural training perceived greater structural barriers; bilingual teachers reported stronger differentiation and cultural integration practices; and Hispanic teachers perceived less institutional value placed on bilingualism. Overall, teachers showed strong commitments to culturally and linguistically responsive instruction; however, systemic support was inconsistent. Therefore, it is recommended that schools strengthen institutional alignment through expanded bilingual resources, targeted professional learning, and policies that affirm bilingualism. These actions will better support teachers’ instructional practices and improve multilingual literacy outcomes in borderland contexts.

The process of preparing teaching materials used in a training is recommended based on needs and can at least represent the needs that will prepare students to enter the industrial world. The research method used is a descriptive qualitative method. The research subjects were the manager and trainers at the training institution. The focus of the research is on the analysis of teaching materials used in training institutions. The purpose of preparing this article is to provide input to training institutions for the preparation and development of teaching materials. The results of the research indicate that the feasibility of the content has not yet been fully maximised in determining the material, so some material has not been conveyed. Graphic feasibility is deficient in the design of teaching materials, making them less attractive and reducing trainees' reading interest. The presentation still has deficiencies, including the lack of a table of contents, which will make it difficult to find the material needed. Language feasibility, the aspect of language use, the language used in these teaching materials is still inappropriate. In this case, the language is difficult to understand, and only a brief explanation of the tools' understanding and use is provided.

This study provides a theoretical examination of the vital role of the mother tongue in supporting early literacy competence among lower-grade elementary students. In the era of globalization, the position of local languages is often seen as contradictory to the mastery of the national language. However, through an indepth analysis based on the Common Underlying Proficiency theory, it is found that the first language is a cognitive asset that facilitates the effective transfer of conceptual understanding. The use of the mother tongue functions as scaffolding that reduces students' mental burden when identifying letter symbols and word meanings, while simultaneously creating an emotionally supportive learning atmosphere. The findings emphasize that although linguistic interference is inevitable, the integrated use of local languages can accelerate reading fluency and strengthen the synergy between home and school education. Keyword : Mother Tongue, Early Literacy, Cognitive Transfer, Scaffolding, LowerGrade Students.

ABSTRACT Based on audio announcements and public signage collected from the metro systems of 41 Chinese cities, this study investigates language use in urban public space and its underlying social drivers by analyzing both the audio and visual linguistic landscape and comparing language use across different modes of presentation and across cities. We found that Putonghua and standardised Chinese characters served as the universal medium across all the investigated stations, featuring prominently in their overall linguistic landscapes, although some minority languages and dialects maintained a presence in particular regions. Meanwhile, English, regarded by many as the global lingua franca, was also widely used, functioning to a significant extent as a marker of a city’s internationalisation. The analysis further revealed a notable imbalanced multilingualism between static and dynamic forms of signage: while multilingual information was commonly provided in traditional static signs, most dynamic displays remained monolingual and thus partly underutilised their communicative potential. With these findings the study offers insights for the promotion of linguistic diversity, and for the development of more nuanced language policy and planning in urban public spaces in China.

Abstract Background Cochlear implantation is widely regarded as the most effective auditory augmentative rehabilitation for children with sensorineural hearing loss. However, post-implantation remediation programs need further refinement to better meet the evolving communication demands of these children in daily life. Methods This study aimed to develop an Arabic Socio-Cognitive Linguistic Rehabilitation Program (ASCLP) for pre-lingual, unilaterally implanted Egyptian children and evaluate its efficacy in improving social language use and overall language outcomes. A total of 100 pre-lingual, unilaterally implanted children were randomly assigned to two groups: Group A, which received the ASCLP, and Group B, which received a conventional therapeutic program. Assessments using the Preschool Language Scale, 4th edition (Arabic version), and the Egyptian Arabic Pragmatics Language Test (EAPLT) were conducted before and after the program. Both groups were further subdivided by age: Group 1 (4–6 years) and Group 2 (6–8 years). Results The data revealed that younger and older cochlear-implanted children who participated in the rehabilitation program significantly improved their linguistic competencies. Overall linguistic competence was positively correlated with initial pragmatic language scores, particularly in manner and pragmatic functions. Receptive language skills were specifically linked to the age at early implantation, while expressive language abilities significantly correlated with pragmatic factors. Conclusion All groups in the ASCLP showed significant improvements, regardless of implantation age or therapy start. Higher initial pragmatic scores and earlier implantation ages were key for better outcomes.

Texts depicting violence in the Old Testament, particularly Joshua 6:1–27, are often cited as evidence that the Bible legitimizes divine violence and genocide. This study aims to analyze the narrative of the conquest of Jericho through a historical-critical approach by integrating narrative structure analysis, historical-religious context, and a conceptual study of herem. The method used is a literature review with a qualitative approach that situates the text within the context of the Ancient Near East. The results of the study indicate that Joshua 6 is a systematically constructed theological narrative intended to affirm YHWH’s sovereignty as the Warrior-God and His faithfulness to the covenant with Israel. The concept of herem does not merely signify annihilation but functions as a mechanism for the sanctification of the people and the affirmation of covenantal identity in the face of the threat of syncretism. Furthermore, the use of war language in this text reflects the hyperbolic rhetoric characteristic of ancient literature, and thus cannot be read literally as a legitimization of modern violence. Consequently, a historical-critical reading affirms that this narrative is not a justification for genocide, but rather a theological construction that serves to shape the identity of faith and the understanding of God’s holiness and sovereignty in the history of Israel.

ABSTRACT Despite the abundant research comparing Content and Language Integrated Learning (CLIL) and non-CLIL outcomes in monolingual school contexts, evidence from multilingual settings, particularly those combining CLIL with minority language immersion programmes, remains scarce. This study addresses this gap by examining the written production of primary school learners of English as a third language, considering also the role of socio-economic status (SES) in such multilingual settings. 101 young learners (age 10.9) enrolled in two Basque immersion schools participated in this study. One school implemented a CLIL (English) approach in three subjects (5 sessions) alongside three sessions per week of English as a Foreign Language (EFL). The non-CLIL school provided five weekly EFL sessions. Learners’ written productions were assessed for content, organisation and language. Results revealed that CLIL students outperformed non-CLIL peers in language use, while no significant differences were found for content and organisation, suggesting possible cross-linguistic transfer. Despite a higher SES in the non-CLIL school, the CLIL programme appeared to mitigate the impact of lower SES on language use. Our findings highlight the potential of CLIL to enhance written linguistic proficiency and alleviate SES disparities in multilingual settings.

This study examines verbal backchannel behaviour in English children aged 5years and 6months, previously identified as late talkers (LT), compared to typically developing (TD) peers in naturalistic child-adult conversations. Data from the CHILDES Clinical English Ellis Weismer Corpus included 36 LT and 37 TD children. Verbal backchannels were analysed for quantity, type diversity, temporal distribution, and responses to opportunity points. TD children produced more verbal backchannels per minute of adult speech, especially in the middle and final conversation stages. While both groups preferred simple forms, TD children exhibited greater functional flexibility and entropy. LT children responded to fewer opportunity points, with reduced overlap and more missed chances. Despite age-appropriate standardised scores, LT children displayed persistent pragmatic deficits. These findings highlight assessing conversational skills in natural contexts and the need for targeted interventions to enhance socially coordinated language use in 5-year-old children with a late-talking history.

Through the lens of Applied Linguistics, this current paper explores and synthesizes findings regarding the interplay between the use and development of the target language of the mobility experience and students’ sociocultural and psychological adaptation to the new environment. It does so by adopting a systematic narrative approach. This approach facilitates a wide exploration of the topic, encompassing multiple methodologies and contexts in a non-prescriptive manner. Following an initial search yielding 17,942 returns, 37 papers were deemed suitable for inclusion in the review. Findings firstly indicate that the role of the target language is under-represented in the literature. However, the papers under review highlight the centrality of language issues in erecting barriers to and facilitating adaptation, especially regarding preparation for mobility, relationship building during the sojourn and learner internal factors. It also reveals gaps in the literature regarding the role of technology and the impact of discrimination. Abstract in Spanish En el marco de la Lingüística Aplicada, este artículo explora y sintetiza hallazgos sobre la interacción entre el uso y el desarrollo de la lengua meta durante experiencias de movilidad, así como la adaptación sociocultural y psicológica de los estudiantes al nuevo entorno. Para ello, se adopta un enfoque narrativo sistemático que permite una exploración exhaustiva del tema, integrando múltiples metodologías y contextos desde una perspectiva no prescriptiva. Tras una búsqueda inicial que arrojó 17.942 resultados, se seleccionaron 37 artículos para su inclusión en la revisión. Los resultados indican, en primer lugar, que el papel de la lengua meta se encuentra insuficientemente representado en los trabajos publicados. No obstante, los estudios analizados ponen de relieve la centralidad de los factores lingüísticos tanto en la generación de barreras como en la facilitación de los procesos de adaptación, especialmente en lo relativo a la preparación para la movilidad, el establecimiento de relaciones durante la estancia en el extranjero y las características individuales del estudiante. Asimismo, la revisión identifica lagunas relevantes en investigaciones previas, en particular en lo que respecta al papel de la tecnología y al impacto de la discriminación.

Moral appeals-persuasive messages aimed at invoking moral obligations-are widely used across various contexts. However, evidence about their effectiveness in changing behaviors remains mixed, and little is known about the conditions that influence it. To address this, we conducted a meta-analysis with 67 papers (k = 399) to assess the overall impact of moral appeals on behavioral intentions and behaviors, and to test various moderators of this effect. Drawing on various theories, we proposed that both morality enhancers and hindrances can influence their effectiveness and investigated three groups of moderators (Moral Content, Social Aspects, Autonomy Restraints). Results showed that, overall, moral appeals had a small, positive effect (d = 0.22). Furthermore, Moral Content (negative framing) and Social Aspects (the presence of social norms) enhanced appeal effectiveness, while Autonomy Restraints (the use of assertive language) undermined it. Our findings provide important theoretical and practical insights into moral appeals.

Teachers’ readiness in bilingual early childhood education is increasingly recognized as a multidimensional construct shaped by both professional and language-related factors. However, existing research has typically examined these factors separately, with limited evidence on how they combine across teacher groups, particularly in minority-language contexts. This study examined teachers’ readiness to deliver state-language instruction to dual language learners (DLLs) in Hungarian-medium kindergartens in Slovakia. A total of 313 kindergarten teachers participated in the study. Data were collected through a survey assessing multiple dimensions of readiness. Principal component analysis and confirmatory factor analysis supported a six-factor model comprising professional preparation, teacher competencies, challenge management, instructional aids use, professional needs, and Slovak language use outside kindergarten. Latent profile analysis identified three readiness profiles (low, moderate, and high), reflecting differences in overall preparedness. Background characteristics, particularly age, teaching experience, and language-related factors, were significantly associated with higher readiness. Teachers who used Slovak more frequently in everyday contexts showed higher readiness. Mediation analysis indicated that language proficiency and preferred language use did not mediate the relationship between teaching experience and teachers’ readiness, but functioned as independent predictors. These findings highlight the joint importance of professional and language-related factors in shaping teachers’ readiness and offer implications for teacher education and policy in bilingual early childhood settings.

ABSTRACT The present study explored maternal use of relational language with their 3-year-olds, comparing first-generation Chinese immigrant and European-American middle-class families in California, USA. Thirty-six mother-child dyads (17 girls, 19 boys) participated in three joint activities (i.e. 3-D puzzle, sorting activity, book reading). Maternal use of three types of relational language was coded: structural relation, object similarity, and self-association. Across the two groups, mothers adapted their language use based on activity context: Structural relation talk was most frequent during puzzle and sorting tasks, whereas self-association was more common during book reading. Crucially, cross-cultural differences were observed: Chinese immigrant mothers used a significantly higher proportion of structural relation language than European-American mothers, particularly during tasks requiring spatial organization. The finding provided initial evidence for culturally distinct practices of relational-language use and underscored the role of activity contexts in studying relational reasoning.

This study examines the interrelationships among the language learning context, cross-language perceptual mapping, and individual differences in the acquisition of perceptual categorization in a study abroad program over one academic year. Thirty Mandarin speakers learning Spanish completed an identification task that employed Spanish /p-b, t-d, k-ɡ/ contrasts on three continua differing in voice onset time upon arrival and at the end of their program. Individual differences measures included auditory acuity of duration and Spanish language use during the study abroad period. Their perceptual performance on the Spanish voicing contrast was compared to that of a Mandarin-English control group and a Spanish Native Group. At the group level, the learners' perceptual performance showed little change after studying abroad and fell between that of Chinese-English controls and the Spanish natives. However, at the individual level, greater auditory acuity of duration and more Spanish use predicted improved perceptual performance from the beginning to the end of the program. The findings suggest that while the formation of second language perceptual categories can be challenging, individual differences can modulate development over time.

ABSTRACT This article examines language use in a formally multilingual university, where multiple languages are present but unevenly legitimized within institutional practice. Responding to concerns about the conceptual overextension of translanguaging in higher education, the study adopts a macro-level sociolinguistic perspective that does not assume translanguaging as a given analytical framework. Through classroom observations and semi-structured interviews with academic staff, the analysis focuses on how lecturers evaluate, enact, and strategically refrain from multilingual language use. Findings reveal that lecturers’ decisions reflect professional reasoning shaped by institutional expectations, assessment regimes, and disciplinary norms. The mere presence of multilingual repertoires does not amount to translanguaging as pedagogy; instead, multilingual practices are selective, cautious, and context-dependent, with restraint and non-use emerging as meaningful outcomes of institutional constraint. The article argues that translanguaging in higher education is best understood as a contingent, institutionally mediated pedagogical practice, and it proposes an analytical framework for analyzing how multilingual pedagogy is governed, and often constrained, by institutional structures of accountability and assessment.

This paper investigates the increasing role of writing assistance using artificial intelligence (AI) and its impact on the field of academic English and the way it is transforming the use of language in higher education. As the usage of grammar checkers, paraphrasing systems, and generative AI platforms gains popularity among students, more and more of them are relying on automated aids in writing academic texts. The study explores the impact of these tools in vocabulary selection, sentence structure, coherence, and originality in student writing. It also explores the hypothesis of whether AI-assisted writing positively influences the language proficiency or causes dependence that discourages critical development of language. The evidence of writing samples and classroom observations of student writing indicates that AI applications enhance grammatical correctness and fluency, yet can decrease personal style and critical language analysis. The research points out the opportunities and challenges of incorporating AI in academic writing practices. Although AI can aid in learning by offering immediate feedback and academic language models, excessive reliance can undermine the ability to write independently. The results highlight the importance of balanced pedagogical approaches that include AI as an aiding tool and not as a substitute to the cognitive writing processes.

Learners' Willingness to Communicate (WTC) is widely recognized as a key indicator of success in language learning, as higher levels of WTC are associated with more effective and meaningful language use. This study investigates students' WTC in Arabic at An Nikmah Al-Islamiyah Islamic Boarding School in Phnom Penh, Cambodia, along with the factors that support and hinder its development. This area remains underexplored in non-Arab contexts involving Muslim minority populations. Employing a convergent parallel mixed-methods design, this study used a survey as the primary method, complemented by qualitative data from observations, interviews, and documentation, with thirty students participating. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through triangulation. The findings indicate that students' WTC in Classroom contexts was moderate (M = 2.45), whereas their WTC outside the Classroom was low (M = 2.00). Students were more willing to communicate in memorization-based tasks or when prompted by teachers, but showed limited engagement in spontaneous communicative situations. Supporting factors included high learning motivation, a supportive learning environment, and varied instructional methods. In contrast, inhibiting factors included limited facilities, mismatched teacher backgrounds, differences in students' proficiency levels, and minimal opportunities for Arabic practice outside the Classroom. The study concludes that enhancing WTC requires holistic, environment-based pedagogical interventions in Arabic language learning within non-Arab Muslim minority contexts, while also extending WTC research beyond its traditional focus on English language learning.