Vol 5, No 2: (Published)





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Table of Contents

Editorial

by Zhonggen Yu
91 Views, 95 PDF Downloads
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Article

by Jason V. Chavez, Daisy D. Lamorinas, Collin C. Ceneciro
1269 Views, 585 PDF Downloads

This study explored the message patterns of gender-based humor in social media in different layers of discriminatory practices against certain genders, language biases against women and LGBT including elements of stereotyping and disempowering tools against the personal images of subordinate genders. This research used discourse analysis based on the mapped-out online posts and comments of the fourteen (14) profiles of individuals and extracted their important testimonies based on the collected online gender-based humor to elicit the message patterns. Gender-based humor online enhanced the language use in creating messages that express biases towards women and the LGBT. Humor has both implicit and explicit messages that stereotype women and LGBT as weak and slow. These senses of humor also disempower the women and LGBT’s personal images as groups who are easily dominated or are cowards. As asserted, gender-based humor posed a threat to community as it highlights hierarchy-enhancing social roles. Gender-based humor in social media appeared as a mainstreamed form of social differentiation.

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Article

by Jason V. Chavez, Haydee G. Adalia, Joebert P. Alberto
1245 Views, 1307 PDF Downloads

Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.

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Article

by Jiajia Sui
213 Views, 126 PDF Downloads

Starting from the intercultural perspective, this analysis aims at analyzing the role of cultures in Portuguese, Chinese culture and the interaction between them in oral classes of PFL (Portuguese as foreign language) from higher education institutions based in the Guangdong-Hong Kong-Macao Greater Bay Area. This study is based on quantitative research, through a questionnaire survey among 219 students. It is concluded that Portuguese language cultures have an unquestionable role in PFL oral classes. However, an imbalance has been observed in the introduction of different cultural variants of the Portuguese language in most oral classes, where Portuguese culture is mainly highlighted and other Portuguese language cultures are ignored. On the other hand, it was found that Chinese culture and interculturality are integrated in these classes, but in a small percentage. At the same time, there is a little space for Chinese culture and intercultural encounters in PFL oral classes.

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Article

by Leonora T. Divinagracia
820 Views, 715 PDF Downloads

After years in distance learning, grade school teachers are now facing the threat of declining reading comprehension among elementary pupils in post-pandemic settings. Teachers observed a spike in the number of non-readers and frustrated readers in intermediate grade levels. Teachers expressed concerns about the state of the education system in the aftermath of the pandemic. The purpose of this exploratory study was to establish an understanding of the challenges and mechanisms of macro- and micro-management strategies of grade school institutions. There were six teachers and six reading coordinators who participated in the study. The findings suggested that while reading comprehension was a problem before the pandemic, teachers realized a surge in the number of non-readers after opening back to face-to-face classes. This was an unanticipated phenomenon that called the academic institutions to respond immediately. Significant mechanisms of reading comprehension programs were profiling, initial detection, policy-based initiatives, and institution-based design. Collaborative and collective responsibility represented macro-management practices, while initiative and responsiveness reflected micromanagement practices. These practices and strategies provided conceptual and phenomenological underpinnings relevant to early-education reading comprehension.

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Article

by Marites A. Montero
289 Views, 197 PDF Downloads

In recent decades, the Chinese language experienced an increase in educational demand, which calls the academic institutions to integrate basic Chinese language subjects into their curriculum. The spike in Chinese language use resulted in the expansion of language studies focusing on Chinese as a second and foreign language. Given the broad scope of research in Chinese language learning, there was a need to expand the understanding of the personal valuation of the learners in learning the Chinese language. Hence, this study aimed to assess the extent of the subjective valuation of Filipino students in the Chinese language, particularly for social functions. An exploratory approach was carried out to extract narrative data from the study participants. Eight secondary students were interviewed on the personal valuation of the Chinese language within social functions. The findings demonstrated that the Chinese language was commonly used within social instances for specific sociocultural and psycholinguistic patterns. The participants valued the use of the Chinese language because of its instrumentality in their future careers; it enabled them to be culturally sensitive and engaged in sociocultural communication. Theoretical analysis also highlighted that language socialization became a major driving force in language learning. Language socialization encompassed learning beyond academic purposes while underscoring the need for social interaction and interpersonal orientation. Nevertheless, personal valuations reflected learners’ beliefs towards the instrumentality of the Chinese language, especially in social functions.

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Article

by Marivic R. Estoque
229 Views, 287 PDF Downloads

Reading is a form of social activity that connects the readers to transformational learning. Library resources offer an opportunity to build competence in language use. In essence, the library resources can impact how students perceived reading as a channel to academic success, which in turn—develops a lifelong learner. This study was an exploratory study that analyzed how library resources and services develop confidence in language use. Eight (8) college students were purposively selected for one-on-one interview. The data gathered were narrative from college students on how they utilized resources from their local library. The findings suggested that college students considered their local library as a reliable site to search for information. In-depth analysis showed that students were confident in language use because their resources were reliable and accurate. Language use covered mostly phonological and morphological aspects of language, including lexicons, writing styles, and writing formats. Librarians had the role of encouraging the students to read contents from the library and assisting them in utilizing in-print and online contents. Library assistance enabled the students to build their ideas into meaningful developmental contents. This study provided an angle for language confidence, language success, and language competence. These components of language learning were essential in predicting the linguistic capacity of students.

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Article

by Honggang Liu, Yufeng Li, Baochen Liu
336 Views, 247 PDF Downloads
Teachers’ emotional intelligence (EI) and emotion regulation (ER), as protective factors against stressful situations, play active roles in promoting teachers’ well-being and sense of teaching self-efficacy. However, few studies have touched on the linkage between these two variables, which, to some extent, has hindered the in-depth exploration of their functions in teachers’ professional development. To address this gap, the current study examined the EI and ER of 474 junior high school English as foreign language (EFL) teachers in China via a questionnaire and semi-structured interviews. With the aid of SPSS 26.0, the data collected through the questionnaire were coded, computed, and analysed. Both descriptive and inferential statistics were used to report the levels of EFL teachers’ EI and ER and the correlation between them. The semi-structured interviews were recorded and transcribed, and the data were subsequently analysed. The results indicate a positive correlation between EFL teachers’ EI and ER. The detailed statistics display that all dimensions of EI were positively and significantly correlated with all dimensions of ER. The results further explain the relationship between teachers’ EI and ER in an EFL context. Practical implications are put forward concerning the development of EI and ER competencies.
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Article

by Mohammad H. Al-khresheh, Shatha F. Alruwaili
333 Views, 231 PDF Downloads

English nominal premodifications such as adjective word order have piqued the interest of researchers in recent years due to their learning difficulty for all language learners regardless of their linguistic backgrounds. Non-native English speakers like EFL students may find this case challenging. In light of this, the current study sought to ascertain the difficulty level of Saudi EFL students in recognising the natural order of English attributive adjectives, taking into account the most challenging order sequence, gender, and language proficiency levels. To accomplish this main objective, a designed pronominal adjective test was developed and carried out on 139 Saudi undergraduate EFL students who were purposively recruited for this study. According to the findings, Saudi EFL students had varying degrees of difficulty recognising the natural English adjective word order. While 66.2% of students had moderate difficulty choosing the appropriate adjective sequence, only 15.1% and 18.7% of participants had low and high difficulty, respectively. The most difficult was nominal premodifications with four modifiers, followed by three and two modifiers. When there were only two modifiers, most participants correctly identified incorrect adjective word ordering and provided corrections. When more modifiers existed, the percentages decreased, and the difficulty level increased. Proficiency language level and gender statistically significant differences were also discovered. Although the former revealed no differences, the latter had differences in favour of males, implying that females performed better in the test than males. Based on these findings, limitations and future research directions were proposed.

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Article

by Ping Hu
157 Views, 153 PDF Downloads

This paper aims to analyze the English adjective “heavy” and its corresponding word in Chinese, “zhong”, using the framework of lexical typology as suggested by François (2008). Through this article, we gain a comprehensive understanding of the various semantic meanings associated with “heavy” in English. These semantic meanings are derived from empirical observations and functional properties. Moreover, we compare these meanings with their corresponding counterparts in Chinese, revealing both similarities and differences with the word “zhong”. In the English language, “heavy” is connected to several senses, as defined by the Oxford Dictionary. It can refer to something weighing a lot, being worse than usual, not delicate when modifying, being thick as a material, being full of something, being large and powerful when modifying machines, being busy, or being involved in physically demanding work (heavy digging/lifting). Additionally, “heavy” can modify actions like “fall” or “hit”, describe a substantial amount of food, indicate excessive use, modify sounds, imply seriousness or difficulty, describe large bodies of water (e.g., sea/ocean), and pertain to weather conditions, air, and soil. Furthermore, it can connote strictness in certain contexts. Several of these meanings find parallels in the Chinese word “zhong”, such as referring to something that weighs a lot, modifying machines to signify size and power, relating to physically demanding work (e.g., heavy digging/lifting), describing the fall or impact of objects, indicating a substantial amount of food, or denoting seriousness or difficulty. Moreover, both “heavy” and “zhong” share the function of modifying actions related to drinking, smoking, or sleeping. However, it is important to note that in Chinese, alternative words like “chen” or “si” can also be used to express similar ideas.

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Article

by Elnaz Khataee, Hamidreza Dowlatabadi
462 Views, 1031 PDF Downloads

As an academic endeavor in an EFL setting especially in the field of reading comprehension, this study intended to examine intercultural communicative competence (ICC) and the effects of cultural familiarity on reading comprehension based on two specific ethnicities (Turk and Fars). To this end, participants, 130 EFL students majoring in English, were chosen from three universities in Iran. The effects of cultural familiarity on students’ reading comprehension were examined by utilizing two types of processes, providing relevant background knowledge and text nativization. These two processes were used as two separate treatments for the members of the experimental groups. Members of both control and experimental groups subsequently received reading comprehension tests. Then, to elicit ICC levels, the participants were asked to complete ICC Questionnaire. The statistical analysis of the data revealed the significantly positive effect of cultural familiarity on the reading comprehension performance of both Turk and Fars experimental groups and no significant difference was observed between the reading comprehension performance and ICC level of the ethnic groups of Fars and Turks. The present study emphasizes the facilitating and positive effect of cultural familiarity on the reading comprehension of specific ethnic groups and suggests that cultural familiarity can be a valuable tool for enhancing reading comprehension and promoting language performance and cultural competence of Iranian EFL learners. Therefore, due to the importance of teaching culture in the field of English language teaching, there should be much more attention to cultural and intercultural matters when designing a language curriculum.

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Article

by Sri Setyarini, Herli Salim, Pupung Purnawarman
250 Views, 276 PDF Downloads

In this high-technology era, students are increasingly inclined to use digital services such as Facebook, Instagram, and YouTube. Unsurprisingly, most of them are becoming more addicted to using their digital devices. Unfortunately, the accessed contents are not always suitable and reliable for their needs and ages. Therefore, they absorb all information directly without filtering the messages. This study scrutinizes the implementation of Higher-Order Thinking Skills (HOTS)-based media literacy to promote the critical social awareness of junior high school students in an EFL classroom. A case study was employed as a research design involving one eighth-grader class and one EFL teacher as participants. The data were gathered via classroom observations, interviews with the teacher and the students, and document analysis. The data were then analyzed qualitatively by referring to the principles of teaching media literacy, Higher-Order Thinking Skills, and social awareness. The findings of this study revealed that the teacher applied some principles in teaching media literacy, namely introducing general concepts, making generalizations, analyzing information, evaluating the content of information, and drawing a conclusion from the students’ actions. These principles consequently promoted the students’ critical social awareness, including emotional awareness, self-regulation, empathy, active listening, cooperation, and respect. Considering such benefits, HOTS-based media literacy can be used as an alternative learning strategy to promote the students’ critical social awareness in EFL classrooms.

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Article

by Esra Nelvi Manutur Siagian, Liliana Muliastuti, Endry Boeriswati
341 Views, 126 PDF Downloads

This is a preliminary study of research development for creating a dictionary of high-frequency words (HFW). Thus, this study tries to analyze the need of the ILF learners as the users of a dictionary of HFW for their ILF learning. A list of high-frequency words should be used in ILF learning so that the learning objectives can be achieved effectively. Unfortunately, the word list is not yet available. The ILF learners, especially those at the beginner level, still have difficulty using the Great Dictionary of the Indonesian Language (KBBI). They prefer using translation apps to obtain the meaning of a word, even though these apps do not always help. Employing a descriptive survey, this study involved a total of 183 ILF teachers and learners. The data were gathered through Google-form questionnaires. In addition, interviews were administered with selected ILF teachers who had a teaching experience of more than 15 years. The findings revealed that the teachers and learners had different beliefs on the vocabulary forms needed for making a dictionary of HFW. The learners still did not understand the concepts of high-frequency words. According to the teachers, HFW was more needed for ILF learning. Meanwhile, for the learners, general words were more needed. Besides, digital dictionaries were more in demand than printed dictionaries. Bilingual dictionaries were more needed than monolingual dictionaries. Both the teachers and learners believed that the dictionary of HFW should comprise sentence examples. They both agreed that the dictionary of HFW should provide information about the use of words in sentence examples, affixes, synonymous phrases, antonyms, word classes, and phonetics. Therefore, the results of this research analysis can be used as a basis for developing a dictionary that fits the needs of ILF-1 learners.

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Article

by Ihor Bloshchynskyi, Yuliya Boyko, Oleksandr Yemets
170 Views, 123 PDF Downloads

The article considers the language means of realizing the quantitative aspect of foregrounding in the short stories by Chopin and contemporary flash fiction. The major technique of the quantitative aspect of foregrounding in Chopin’s stories is stylistic convergence. Stylistic convergences in her stories normally include extended metaphors and phonetic repetitions. They are usually located in such a strong position as the beginning (in 8 out of the 10 analyzed stories) where the writer describes the personality and appearance of the main character. The use of alliterations makes the stories very poetical. Stylistic convergences in contemporary flash fiction stories are also used in the most foregrounded fragments in the texts, similar to Chopin’s stories. The difference lies in the place of convergences: in the analyzed stories they are placed in another strong position, in the ending. Thus, the writers give or suggest their own conclusions about the importance of such values as family, tolerance, and sympathy to other people. The convergences in flash fiction contain two major components-metaphors and syntactic repetitions. Also, the convergences in the analyzed flash fiction stories are smaller in size than in Chopin’s texts and include such stylistic devices as play for words, oxymorons.

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Article

by Yuying Wang, Yuan Tian, Yunxiao Jiang, Zhonggen Yu
325 Views, 153 PDF Downloads
This study aims to examine interpreting students’ perceptions of using tablets for interpreting note-taking (INT). A mixed-method approach was adopted, including quantitative methods based on Gile’s two-phase effort model of consecutive interpreting (CI) to investigate respondents’ experiences and perceptions, as well as qualitative methods to explore differences between professionals and beginners regarding their preferences and user experiences with note-taking tools. Additionally, factors within the Technology Acceptance Model (TAM) framework that significantly impacted the acceptance of tablet-based interpreting were analyzed. Our research findings reveal valuable insights into students’ attitudes towards integrating technology into interpreter training programs while highlighting key factors influencing tablet-based note-taking adoption or rejection among participants. Moreover, this study emphasizes the importance of developing an application specifically designed for INT to meet the unique needs of interpreters and stresses that training plays an essential role in facilitating the adoption of tablet-based INT. Teachers are suggested to take the initiative to try tablet-based INT themselves before they make their decisions on whether to introduce the technology to their students.
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Article

by Sharanpal Singh, Shilpi Goyal
91 Views, 78 PDF Downloads

The paper attempts interrogation of theoretics in the present: “theory in its selective tradition” (Williams, 1989), to highlight major departures of the said genre from the past writings in the domain, which were liberal, democratic, egalitarian, dialogic, and interacted to continue extended dialogue with earlier prevailing thought. Such writings interacted by attempting to comprehend the earlier insights and negotiated amendments, elaborations, and even transformations, where needed. However, in the “selective tradition” such features have receded and combative politics, coupled with irresolution, dissembling, with insurrectionary core are present predominantly. Eschewing telos, with mere negotiations, always (!) in the interstices, to proclaim genesis through rupture, wherein abstention from former insights is the prominent feature. This is not restricted to one or two theorists, but extends across the spectrum. There is recursivity and reflexivity, turning regressive, severed from praxis, wherein political remains restricted only to its articulation, without connecting with organization(s) so as to be transformative and melioristic. Here, there is theoretical rigour, per se. The intention in the paper is as Brandom (1994) says, to make it “explicit”.

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Article

by Prathomwat Suraprajit, Kusuma Piriyapun
297 Views, 188 PDF Downloads

Proficiency in English as a foreign language (EFL) holds significant importance in various professional domains, including the field of logistics. However, not all individuals proficient in EFL possess effective English communication skills. Hence, the objective of this research is to investigate the English communication strategies employed by Thai professionals working in the logistics industry. To receive participants’ perspectives, a comprehensive approach involving questionnaires and focus-group interviews was employed. The survey results revealed that the most frequently utilized strategies encompassed rechecking, revising, identifying key concepts, and employing dictionaries, while the least commonly used strategies were self-development, guessing, word coinage, and the use of all-purpose words, respectively. Furthermore, the in-depth insights derived from the interviews revealed that participants employed English communication for diverse purposes, including email correspondence, meetings, ordering processes, and purchasing, thereby necessitating the utilization of distinct strategies for each of the four language skills. Remarkably, website translation tools emerged as vital resources for Thai logistics professionals, forming an integral component of their digital strategy. Ultimately, the findings of this study bear relevance to both pedagogical practices and business English training programs, with specific implications for the logistics industry.

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Article

by Afshin Soori, Reza Kafipour, Taif Abdulhussein Dakhil, Laleh Khojasteh, Behnam Behrosi
295 Views, 228 PDF Downloads

This study aimed to investigate the impact of role-play on the vocabulary learning and retention of Iranian intermediate-level EFL learners. A quasi-experimental design with a pretest-posttest control group was employed to achieve this objective. The study consisted of 50 male intermediate students who were conveniently selected as participants. The research instruments included an Oxford Placement Test (OPT), a pretest, an immediate posttest, and a delayed posttest. During the treatment period, the experimental and control groups attended 12 classes at the institute. The conditions were identical for both groups, except that role-play was incorporated into the instructional approach for the experimental group while it was omitted for the control group. The findings indicated that role-play positively and significantly influenced the learners’ vocabulary acquisition and long-term retention.

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Article

by Thi Anh Nguyen, Thao Thanh Le, Mai Dong Vang, Yen Hoang Phuong, Thu Thi Anh Huynh, Tra Huong Nguyen, Thuy Trut Pham
725 Views, 342 PDF Downloads

This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers’ perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.

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Article

by Tran Thi Kim Tuyen
142 Views, 77 PDF Downloads

The purpose of this paper is to develop Vietnamese writing skills for first grade students. To achieve this objective, the author conducted a study on their writing abilities using various research methods, specifically, survey research, statistical analysis, classification techniques, etc. Therefore, the author would like to provide practical suggestions for improving their writing skills. These suggestions likely focus on teaching and learning methods that are suitable for students’ current level of writing ability. The article’s content is a valuable contribution to the reference materials available for teachers and researchers studying the teaching and learning of first grade Vietnamese writing skills, as well as those interested in other languages from around the world.

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Article

by Wenting Liu, Zhonggen Yu
286 Views, 155 PDF Downloads

In recent years, the use of metaphor in white papers has proliferated as it plays a significant role in cognitive processing. In order to shed light on the intricate relationship between humans and the natural environment, this study focuses on the analysis of metaphor usage in a particular white paper titled “China’s Green Development in the New Era” within the field of ecopolitics. A combination of qualitative and quantitative methods, namely the utilization of a self-built corpus and case studies, is employed to categorize the translation strategies of metaphors. The findings of this study demonstrate that the metaphors utilized in the white paper effectively capture elements of social cognition and ideology. Moreover, with the assistance of part-of-speech tagging tools, it is observed that most translated metaphors strive to maintain the salient features of the source text, aiming to achieve equivalence in both form and meaning.

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Article

by Ni Ketut Ratna Erawati, I. Wayan Mulyawan, I. Ketut Ngurah Sulibra
197 Views, 106 PDF Downloads

Public space is one of the most accessible areas to the public eye. Placing any sign in a public space within a given territory creates a linguistic landscape environment. One of the essential functions of a linguistic landscape is representing a certain given territory’s symbolic meaning. This symbolic meaning may represent local ideology or identity and local/national authority’s power. This phenomenon occurs in Kuta village, Badung Regency, Bali Province, Indonesia. Due to a lack of local identity, all public sign in Bali is oblique to put Balinese scripts transliteration above all Latin scripts as mandated by Bali’s Governor Regulation no. 80/2018. This authority’s power of language use over public space is one of Bali’s government’s efforts to gain its local identity in public space through public signs. This study aims to further analyse the transliteration of Latin script to Balinese script in public signs in Kuta village, as previous research indicates some mistakes and irregularity. This analysis is needed to identify, refine and regulate the transliteration procedure since Balinese script is a syllabic system different from Latin script. The finding showed that some issues must be maintained and regulated to have a good transliteration of Balinese script in public space as a landmark of Balinese identity in Bali’s public spaces.

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Article

by Eyo Mensah, Beatrice Oreoluwa, Offiong Ebong, Benjamin Nyong, God’sgift Uwen
522 Views, 89 PDF Downloads

This article investigates emblematic language use and the negotiation of meaning with particular emphasis on generative mechanisms like jargon and slang in two Nigerian Army barracks in Calabar municipality, Cross River State, south-eastern Nigeria. The study is anchored in a linguistic ideology framework which is grounded in beliefs and values people have towards explicit and implicit language use in a particular communicative context. Drawing on qualitative ethnographic data sourced through participant observation and semi-structured interviews with 30 participants who were purposively sampled, the authors argue that jargon and slang are indexical linguistic resources that enable military personnel to create diverse new meanings in the informal linguistic ecology of the army. We conclude that beyond helping to create a new linguistic convention in the barracks, jargon and slang also facilitate the construction of professional identity, enact inclusion/exclusion and sustain dominant values and professional ethos. The study focuses on ways of interpreting the specificity of the military world and the reality of dominance through the prism of these linguistic specimens. Jargon and slang, therefore, offer a firmer lens to appreciate the army’s social universe and subjectivities, and more broadly to enhance an understanding of contextually embedded social practices in the military.

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Article

by Linda Torresin
316 Views, 169 PDF Downloads

This paper examined the representation of culture in Russian as a foreign language (RFL) textbooks to understand the problem of creating a theory of intercultural textbooks, with Italy as a case study. The four most popular RFL textbooks used by first-year students in Italian universities were studied: Poyekhali, Molodets, Mir tesen, and Davayte. A comparative content analysis of the chosen sample was performed to test how Russian culture is represented in RFL textbooks. The results reveal that such textbooks reflect only a partial and sometimes stereotypical image of Russian culture, with a strong correlation between ideologies and bias derived from RFL theories and textbook creation. In other words, these textbooks convey essentialist and/or reductionist views of the culture of Russia (e.g., poor attention paid to the Russophone dimension, stereotypes, and lack of opportunities for intercultural dialogue). The cultural topics contained in the textbooks evaluated do not quite contribute but rather hinder the formation of students’ intercultural communicative competence. Therefore, it is argued that the content of an RFL textbook should help students create complex, multilayered notions of Russian and Russophone cultures for themselves.

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Review

by Liu Liu, Fan Fang
239 Views, 193 PDF Downloads

The study of translanguaging in education has drawn increasing attention from scholars, particularly in the past decade. The present research conducted a comprehensive scientometric analysis using the CiteSpace application to investigate the multifaceted phenomenon of translanguaging in the context of education. It addresses the pressing need for quantitative review efforts in the domain of translanguaging in education by employing visualization as an innovative means of presenting bibliometric data. This paper analyzes 680 relevant journal articles published between 2010 and 2022, identifies three phases in the development of translanguaging research, and highlights topics such as bilingual education, higher education, and language-in-education policy. The primary findings, presented through statistical analyses and succinct commentaries, are organized into four sections to address the research questions including 1) general situation, 2) leading geographical locations, 3) co-citation analysis, and 4) keywords co-occurrence analysis. The findings reveal the importance of exploiting students’ linguistic repertoires and home languages in education to enhance learning and promote a sense of belonging. This review offers valuable resources for subsequent research in the domain of translanguaging in education that is founded on a better understanding of multilingualism and its significance in contemporary educational landscapes.

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