Language rights and linguistic Justice

Nigeria is a culturally and linguistically diverse state in which the generation and sustenance of a shared national identity, expressed in a common state culture and language, seem to be a desirable goal. However, the country's diversity poses a serious challenge to the attainment of this goal. The cultural and linguistic differences among Nigerians seem to weaken national consciousness. The present adoption of English as its official language and the recognition of only three indigenous languages (Hausa, Yoruba, and Igbo) as national languages have also created an unjust climate of elitism, linguistic dominance, socio-political and economic exclusion, and further increased ethnic consciousness. If we agree that a shared national identity is desirable for Nigeria, how can we guarantee ethnolinguistic justice while instilling a sense of belonging together? Four nationalist proposals can be found in the literature that stands at the intersection of nationalism and linguistic justice: exclusivism, inclusivism, pluralism, and neutralism. While exclusivism proposes a "one-state, one-nation, one-language" solution, inclusivism proposes a "one-state, all-nations, one-and-other-languages" solution. Also, while pluralism proposes a "onestate, all-nations, all-languages" solution, neutralism proposes a "one-state, all-nations, nolanguage" solution. In my estimation, these proposals, taken individually, are inadequate in the Nigerian case. In this paper, I argue that a combination of positive elements of exclusivism and neutralism in which a neutral, efficient, and widely accepted language-that is, the Nigerian Pidgin-is standardized and adopted as the official language and the equal neutral treatment of all ethnic and language groups will facilitate the realization of the goal of state cohesion and ensure ethnolinguistic justice.

Many newcomers to Canada experience significant difficulties adjusting to life in their new community, with few more challenging than learning English. While Canada's Language Instruction for Newcomers to Canada (LINC) program suggests a pathway to social integration, ideologies pertaining to language and diversity that inform the LINC program can lead to the assimilation and marginalization of immigrant and refugee newcomers. The disruptions that COVID-19 brought to LINC classes exacerbated these issues. Here, we explore these themes in an ethnographic study of one LINC site and suggest that the incorporation of digital technologies could offer a space for a translingual pedagogy to take root. With appropriate guidance, the adoption of a translingual pedagogy could work against the problematic discourses perpetuating within LINC and improve English learning outcomes by providing increased opportunities for digital literacy socialization.

Linguists, particularly historical and comparative linguists, and historians ought to combine forces much more than they do now or would do (Kropp Dakubu 2006; Adeyanju 2019). As well, the historical and comparative linguist turns attention to the ways in which languages have influenced each other, particularly in the area of distribution of cultural goods. Interpretations of a historical and comparative linguist are liable to contradiction unless they know something of the historical background. And a historian’s neglect of linguistics leads to even worse results. The same may be said of even the mutual interactions between linguistics, history, and religion. History, whether relating to political or military affairs, has been significantly influenced by both linguistics and religion.

The National Education Policy (NEP)-2020 emphasizes the importance of a multilingual approach in Higher Education Institutions (HEIs) to transform India’s educational landscape. This study examines the challenges of implementing a multilingual vision, which is crucial for accommodating India’s vast linguistic diversity and promoting educational inclusivity. Through a literature review, the study identifies key obstacles such as the shortage of multilingual faculty, resource constraints, and inconsistencies in policy application, which hinder the effective adoption of a multilingual education system. Despite these challenges, the research acknowledges multilingualism’s cognitive and social benefits, including improved communication skills and cultural awareness. The policy advocates for the Three-Language Formula and technology integration to support multilingual education. Addressing the implementation challenges with strategic investment, clear policy guidelines, and community engagement will be crucial for realizing the goals of NEP-2020. Ultimately, this study underscores the potential of a multilingual approach to promote social cohesion, enrich learning experiences, and contribute to the richness of India’s educational heritage.

This article presents the results of a 2021 survey and interview study of faculty teaching writing-intensive (WI) courses across disciplines at an urban research university. We emphasize the need to understand the complexities of instructors' ideologies about teaching writing and their attitudes about student language prior to engaging faculty development in antiracist writing instruction. Specifically, we demonstrate a "difficult dual mission" in faculty development in teaching writing: writing intensive instructors want to value non-standard forms, but they can't stop valuing the standard forms. We argue that identifying the nuance of this too-familiar argument is the first step in the research and relationship-building required to change university discourse such that the WI classroom supports linguistic diversity. In our summary of surveys and interviews with writing-intensive faculty, we emphasize three major focal points to illustrate the manifestation of this dilemma: instructors' profiles as WI instructors, specifically; their attitudes toward language [generally] in WI courses; and their attitudes toward students' actual language performances in WI courses. I want these various students, wherever they're from, and whatever they come with, to get the education they need and want in order to be successful... but I don't want to, I don't know, smother, you know, their individuality, their personality, the things they're bringing from their various cultures, their linguistic backgrounds, you know, their ways of being, and, like, say, "You've always got to put a period at the end of the sentence. And you've always got to do this." And I mean, I do say those things, but I feel crappy every time, even though it was my way out. -Interview participant, Winter 2021 At many institutions, like our urban research university, faculty development in writing instruction often happens in silos, with instructors spread apart on campus and beyond. While faculty participate in workshops, teaching circles, reading groups, seminars, and their individual study to develop actionable pedagogies, it is also common for faculty to work in isolation to refine and improve

, provides a control mechanism for evaluating the application of its provisions in each contractual country with the goal of giving recommendations for legislative, political, and practical improvement, if needed. This mechanism is in the form of a panel of experts, whose major task is to research the actual situation of regional or minority languages in a given country. The panel is also to provide to the Commission of Ministers of the Council of the European Union an assessment of how the contractual country is holding to the obligations in case there should be a need to press that member state to rise to a higher level of engagement. To facilitate this task, the EU Commission of Ministers adopted a structure for the implementation reports which the contractual country has the responsibility of transmitting to the secretary of the EU in three-year cycles. Up to now, the Slovak Republic has produced six implementation reports, and the panel of experts has prepared its assessment report to five of them. The present article analyzes the condition of and issues connected with the full implementation of the obligations of the charter by the Slovak Republic in article 8: Education and evaluation by the panel of experts of the Council of Europe.

Bilingualism has been a key area of research interest lately and has spread so rapidly that many parents want their children to acquire two languages equally well. There has been a lot of research on bilingualism. However, teachers' and parents' views of bilingual education are not available. This is a significant gap and this study wants to fill this gap. This research aims to investigate the effects of bilingualism on pre-schoolers at a private preschool in İstanbul as being bilingual is vital for language acquisition at an early age. In this research a questionnaire, which is a quantitative data collection tool, was conducted in order to identify parents' and teachers' attitudes towards bilingual education. The participants were eight instructors and forty parents. The data collected were analysed descriptively and evaluated. In the light of the findings, parents have a positive attitude towards bilingualism and are aware of the importance of bilingualism. Native speakers teaching children English consider bilingualism to be very important. Children should be encouraged to pick up a second language in a natural environment and bilingualism should be part of the education system in Turkey.

In South Africa, the role of language is crucial in transforming higher education because it not only
affects academic access and success, but also affirms diversity. This means that the implementation of
multilingual policies at South African universities constitutes a paradigm shift from the prejudiced
methods of the old apartheid regime. Central to the University of South Africa’s 2030 strategic plan is
the need to transform teaching and learning as well as research and community engagement in order
for the university to operate/ function effectively as a leading Open Distance e-Learning (ODeL)
institution. Besides the decolonisation of the curriculum, the transformation of teaching and learning
requires a review of how most students learn. In various South African legislative reports on language
issues, a common problem is that language continues to be a barrier to access and success in higher
education. The purpose of this research paper therefore is to map the practices that the university has
initiated to overcome the language barrier by creating a space for the previously marginalised
indigenous languages to be used in teaching and learning.

Resumen. Las políticas de normalización de lenguas minorizadas suelen ser criticadas desde una presun-ción favorable al monolingüismo; en el debate público español esta presunción se suele asentar sobre la consideración de que el estatus del castellano como «lengua común» de la ciudadanía española es un «hecho bruto» que no cabría modificar mediante políticas públicas. Este artículo argumenta: (1) que tal «hecho» es en realidad el resultado de una serie de políticas públicas, pasadas y presentes; (2) que dichas políticas públicas coloca a los hablantes de lenguas minori-zadas  en  una  situación  de  subalternidad  injusta;  y  (3)  que,  por  tanto,  se  pueden  y  se  deben  corregir los efectos de dichas políticas públicas mediante otras basadas en una presunción favo-rable al multilingüismo, que aseguren una distribución equitativa de los costes y beneficios de la convivencia entre los hablantes de la lengua dominante y los de las lenguas minorizadas.

Abstract. Promotion policies for minoritized languages are usually criticized on the grounds of a pro-mono-lingual  presumption;  in  Spanish  public  debate,  this  presumption  usually  relies  on  considering  that the status of Spanish language as the «common language» of Spanish citizens is a «brute fact» that should not be modified through public policies. This article argues: (1) that such «fact» is actually the result of a set of public policies, past and present; (2) that such public policies put speakers of minoritized languages in a position of unjust subalternity; and (3) that, therefore, the effects of those public policies can and should be corrected through other policies based upon a pro-multilingual presumption, thus ensuring a fair distribution of the costs and benefits of living together among speakers of the dominant language and those of minoritized languages.

The unprecedented spread of English across geopolitical boundaries has contributed to the recurrent rise of English as a Lingua Franca (ELF) studies and of "Englishes". However, pressure from native English speakers' norms remains feasible in many of English instructional activities in non-English speaking countries in the South, including Indonesia. This paper examines the perception of English teachers at English Literature Department in Indonesian Islamic higher education towards ELF in multilingual setting and the extent to which the ELT practices (may) accommodate multilingual justice. We collected data through a semi-structured interview with four teachers in UMI University (pseudonym) and were analyzed using Kirkpatrick's (2018) ELF teaching framework. The findings demonstrated that a) teachers have a complex perception and ambivalent attitude towards ELF as they think ELF is important for the students; however, due to lack of support institution and colleagues, they tend to orient their teaching activities to native-English norms, and b) the current practice of ELT does not (yet) accommodate justice for multilingual learners. Bringing ELF is important to promote linguistic justice and grant students' multilingual rights. However, a more systematic institutional policy needs to be undertaken to reinforce the teachers' existing positive perspective towards ELF.

The doors through which all people must pass when seeking justice are closed to those who are not proficient in the English language, unless they are provided with language services that enable them to understand and be understood. Accordingly, this paper argues that interpreters have a duty of care towards the Limited English Proficient (LEP) individuals who rely on them for language access and language justice, taking as a point of departure Black's Law Dictionary's definition of the concept: "A duty of care exists when one person has a legal obligation to prevent harm to another person, such that breach of that obligation can give rise to liability."

As a primer for this chapter, I propose the following question: From our own learning as professors to the ways in which we facilitate learning in our students, to the ways in which we carry out our own lines of inquiry, how are we intentionally prioritizing inclusivity and anti-racism? Please take a moment to consider this question prior to reading the chapter. The intention here is to open a dialogue between and among the readers of this volume so that the shared experiences and opinions can be regenerative as well as co-created. In so doing, I acclaim the work of those with whom I am dialoguing and those with whom I have had the pleasure of sharing a teaching and learning space while I simultaneously disclaim myself as expert.

This chapter examines the accessibility of the linguistic landscape—or the displayed, written language of public space (Landry and Bourhis 1997)—by comparing a corpus of 4,664 images of local signs with responses from 32 interviews with Latinx Los Angeles residents. Results show that the amount of Spanish in the linguistic landscape does not align with community members’ desires. And while some may think language choice in signage is innocuous, this study shows otherwise: The lack of Spanish in signage can negatively impact Latinx individuals’ sense of belonging and solidarity with their community. The chapter concludes with a discussion of sociolinguistic applications toward language justice, discussing strategies to achieve higher rates of linguistic and psychosocial accessibility in our communities.

Indicoj estas kutime uzataj en naciaj kaj internaciaj komparoj. Registaroj aŭ registaraj organizaĵoj uzas ilin por kolekti kaj organizi kvantigeblajn informojn pri gravaj sociaj kaj ekonomiaj variabloj, kaj por kontroli ilian evoluon laŭlonge de la tempo. Iuj konataj ekzemploj estas la Indico de Homa Disvolvo, kreita de Mahbub ul Haq kaj Amartya Sen kaj publikigita de Unuiĝintaj Nacioj (UN), kaj la Indico Gini de enspezaj malegalecoj kreita de Corrado Gini kaj nuntempe uzata de la Organizo por Ekonomia Kunlaboro kaj Disvolvo (OEKD) aŭ la Monda Banko. Diversajn internaciajn indicojn produktas privataj instancoj kiel fondaĵoj, universitatoj aŭ neregistaraj organizaĵoj, ekz. la Tutmonda Konkurkapableco Indico, la Demokratia Indico kaj la Monda Gazetara Libereca Indico. Laŭ nia scio, neniuj tiaj indicoj ekzistas en lingva politiko. Ĉi tio estas surpriza, konsiderante la ĉieesteco de lingvoj en preskaŭ ajna kampo de homa agado. Lingva politiko, tamen, estas neeviteblaj, ĉar publikaj aŭtoritatoj en iu ajn nivelo ne povas efektivigi kernajn registarajn funkciojn – t.e. publikigo kaj apliko de leĝoj, policaj servoj, justico, publika administrado, sanservo kaj edukado - simple en iu ajn lingvo, kiun individuoj povas peti. Ĉar preskauŭ ĉiuj landoj en la mondo enhavas loĝantojn, kiuj parlolas malsamajn lingvojn, situacio de absoluta lingva egaleco estas preskaŭ revo. Tamen la nivelo de malegaleco inter lingvoj kaj sekve inter iliaj parolantoj povas esti pli aŭ malpli granda, kaj tiu nivelo ĝuste dependas de lingva politiko. Lingva politiko fakte povas kaŭzi grandajn distribuajn efikojn inter diversaj homgrupoj (difinitaj laŭ ilia lingvaj konoj), kaj tial ĝi povas influi la bonfarton de individuoj loĝantaj en lando aŭ regiono. Indico de lingva justeco devus ebligi difini tiajn distribuajn efikojn tra tempo kaj spaco, kaj kontroli ilian evoluon. En tiu ĉi tiu artikolo mi prezentas kelkajn lastatempajn provojn konstrui indikilojn de lingva justeco. Fine mi rilatas miajn rimarkojn al la interfaka studokampo nomata "lingva justeco", kaj mi montras, kiel teorioj pri lingva justeco povus progresi se oni donus pli da atento al la empiria flankoj de la studo de lingva politiko.

This chapter explains the concepts of indicator, indicator system, and information system. It clarifies why indicators are central in the implementation and monitoring of language policy. It presents the methodology to decompose a complex concept into more constitutive dimensions and then into quantifiable indicators. It discusses the most important properties of a good indicator and indicator system. It presents some existing experiences in the use of indicators in LPP from different countries. Finally, this chapter shows how to apply indicators to the study of language policies promoting linguistic vitality of minority languages, and policies aimed at reducing linguistic unease.

This chapter examines the poetics of Chinese Esperantist Mao Zifu 毛 自富 (b. 1963-), whose Kantoj de Anteo [Songs of Anteo] (2006) is one of the rare creative outputs by Chinese Esperantists, as they mostly engage in translation between Esperanto and Chinese rather than in original Esperanto literature. Mao lived through the Cultural Revolution (1966-1976) in his childhood and early adolescence. Because of his age, class background, and place of residence, he did not directly suffer from this historical catastrophe; yet the Cultural Revolution allows for him to articulate his private shattered world since he has become disabled because of a traffic accident. This chapter explores Mao's Esperanto poetry from the perspective of loss that lies at the core of humanity. Esperanto is a planned language designed by L. L. Zamenhof (1859-1917) to bridge linguistic differences at the turn of the twentieth century; it has developed into a means for oppressed ethnic groups to make themselves heard even if they speak a marginal language. Seen in this light, Mao cannot find a better language than Esperanto, given his marginal position and the universal, humanistic questions that he explores. More specifically, this chapter examines how Mao uses Esperanto and his wheelchair as external instruments to navigate his inner experience of loss, and how these external instruments transform into an organic part of his poetics. It argues that Mao creates an allegorical structure in his poetry that weaves together the individual and the historical, as he takes a backward glance at the Cultural Revolution through the lens of his troubled manhood.

Resituating research on linguistic access, justice, and reclamation When talking about language justice, Korinta Maldonado (https://anthro.illinois.edu/directory/profile/korintam), an assistant clinical professor in the Department of Anthropology at the University of Illinois Urbana-Champaign, focuses on the beauty of the language first. This is a practice she learned working alongside community members in central Illinois who are speakers of Indigenous Mayan languages-and one that she calls upon as a member of "Maya in the Global Midwest," a multi-institutional and organizational collective creating accessible research pathways for language justice activism in the Midwest.

The National Education Policy (2020), as transformative as it is, has been trying to revamp the education system of our country while catering to all the aspects of teaching and learning at all levels. The policy considers language an important aspect in the transaction of teaching-learning process and have suggested certain measures to promote multilingual approach to education, where learners learn in their mother tongue or local/home/regional language alongside other languages. National Education Policy 2020 (NEP-2020) has laid numerous recommendations for the promotion and preservation of Indian languages, aiming to preserve rich cultural and traditional values while integrating local languages in early learning stages. The purpose of this study is to better comprehend NEP-2020's role in promoting multilingual education and Indian languages, for which the provisions given under NEP 2020 for 'Multilingualism and the Power of Language' are highlighted in the paper. Thus, through comprehensive analysis of NEP 2020's key provisions for multilingualism and power of language and reviewing relevant researches this paper highlights the positive aspects in the blue print and mechanism employed by the Government of India for bringing multilingualism to Indian classrooms. The paper finally focuses on the limitations which the implementers or stakeholders may face when employing the multilingual approach in school education.

This qualitative phenomenological study explores how multilingual writing instructors define linguistic justice and how they incorporate linguistic justice in their online teaching during the COVID-19 pandemic. The global health crisis officially declared in March 2020, pushed educators around the world to become online instructors overnight. This rapid move to an online environment magnified technology, language, race, and socioeconomic inequalities. In higher education, online environments are prone to linguistic inequalities and linguistic racism. For decades, scholars in the field of composition have argued that in order to dismantle elitist monolingual ideologies, writing instructors, multilingual and monolingual alike, should investigate their own positions and pedagogical practices regarding language (teaching) practices. Thus, through the use of reflexivity, the authors served as researcher-participants and collected four different sources of data. The findings demonstrate that while the authors implement linguistic justice in their courses, their translinguistic histories impact their pedagogies differently. Furthermore, the data suggest that reflexivity prompts them to monitor their own attitudes, ideas, and actions by putting them on pause and allowing them to become uncomfortableeven frightened at timesabout their experiences at the intersection of teaching and practicing linguistic justice. An implication of this study is that through reflexive interactions, practitioners can begin to make sense of their nuanced positionalities and become more transparent about their teaching roles and responsibilities as well as their identities in other areas of life in relation to linguistic justice.

Every language is a living organism, it is constantly evolving, changing and most importantly adapting to the needs of its speakers. Old words are falling into disuse, new words are entering lexicon. There is a specific category of words which are adopted from other languages. This paper focuses on so-called russicisms and their usage in the Czech language during the last thirty years. I use a classification of lexemes excerpted from Václav Machek's Etymological Dictionary of the Czech Language to compare the frequency of each category's occurrence between 1989 and 2018, using the Czech National Corpus as source for texts and frequency data. The article reveals what types of russicisms we may encounter in Czech and what tendencies they show in analyzed period, which will get us a better idea how influence of Russian to Czech developed.

The most recent didactic materials for teaching sociolinguistics Abstract Sociolinguistics is a mature linguistic discipline, even though it can be considered relatively new in comparison with other fields of linguistics. However, that does not mean that it is not still evolving. On the contrary, contemporary sociolinguists do not rely only on the notepad and dictation machine anymore, but also the camera, so they may document synchronous moments for the future (Blommaert 2012, 5). This article focuses on presenting various thematic fields of sociolinguistics building on the university textbook of Sándor János Tóth (2019a) with the title Sociolinguistics in a Slovak-Hungarian context. The book came into being within the framework of the project KEGA001UJS-4/2018 and it focuses on the work of Slovak researchers, while it also highlights sociolinguistic questions in the context of the Slovak language and Hungarian language, particularly Hungarian used in Slovakia and Slovak used in Hungary. The reason for compiling this book was that, until now, there was no textbook for university or college education available that would have engaged in the Slovak language (as well) in such an explicit manner. Sándor János Tóth also applied his previous experience gained from his own sociolinguistic research projects (e.g. 2012a, 139-156).

This study aims to demonstrate the roles that domestic and foreign languages have played and play as signs of national or religious identity and social prestige and as tools of political and economic power in multilingual Pakistan and Bangladesh. Before the countries gained independence from the British Empire in 1947 and before the formation of the Indian Union and Pakistan (which was divided into Pakistan and Bangladesh in 1971), the role of an official language, remote to the majority of population in Indian subcontinent, had been gradually played by Sanskrit, Persian, and English. After gaining independence, the new countries decided to replace English as the official language with domestic languages. Their efforts encountered many problems and resulted in various solutions. Urdu became the state language in Pakistan, which caused resistance in local ethnolinguistic groups because the language had been imported by refugees from India. This resistance was the strongest in East Pakistan, where a strong national and language awareness eventually contributed to the formation of an independent Bangladesh with Bengali as the state language. Despite struggle for the dominance of domestic languages, English has preserved its prestigious position both in Pakistan and Bangladesh, as a symbol of higher social position, a language of education and science, and a tool of economic and political power.

Should non-territorial autonomy (abbreviated as NTA) be implemented and if so, why? Let us start by delineating the topic at hand. We are interested here in the debate on multiculturalism applied to national minorities as it is conducted in the liberal Rawlsian 1 tradition of the field of normative political philosophy. Contrary to the fields of political science or legal studies, this field is normative: it not only aims to describe institutions but also asks which institutions should be created. The central question of the 1 This kind of liberalism, which is inspired by the work of John Rawls, is the dominant tradition in normative political philosophy. It should be distinguished from the narrower political ideology of liberal parties like, for example, the German Free Democratic Party. Republicans, Christian-democrats, and socialists, even arguably a socialist like Karl Renner, the foremost intellectual father of NTA, are typically also liberals in the Rawlsian sense. There are other traditions. Marxism, for example, also has an interesting and strong tradition in political philosophy. It is, however, rather descriptive and usually looks down upon the attempts of normative philosophers to discover the truth about normative principles of justice.

This article presents the results of a 2021 survey and interview study of faculty teaching writing-intensive (WI) courses across disciplines at an urban research university. We emphasize the need to understand the complexities of instructors' ideologies about teaching writing and their attitudes about student language prior to engaging faculty development in antiracist writing instruction. Specifically, we demonstrate a "difficult dual mission" in faculty development in teaching writing: writing intensive instructors want to value non-standard forms, but they can't stop valuing the standard forms. We argue that identifying the nuance of this too-familiar argument is the first step in the research and relationship-building required to change university discourse such that the WI classroom supports linguistic diversity. In our summary of surveys and interviews with writing-intensive faculty, we emphasize three major focal points to illustrate the manifestation of this dilemma: instructors' profiles as WI instructors, specifically; their attitudes toward language [generally] in WI courses; and their attitudes toward students' actual language performances in WI courses.

This chapter focuses on the challenges facing the emerging field of Translation Studies in the USA in the 21st century in a sociopolitical environment where the multilingual realities of a diverse society are in tension with the current political climate. Prevalent and recurring ideologies of the USA as an “English-only” public sphere have gained traction, which allows linguistic discrimination to stand in for other forms of racial or cultural discrimination. I propose that greater attention to the multilingual history of translation in the USA, translation activism, and to heritage speakers as potential translators could increase the profile of Translation Studies and contribute to language justice.

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Background For effective delivery of international experiential training programs, many universities in the global north, have created partnerships with universities in the global south especially in Africa to enhance their capacity and diversity of learning for their students. However, there is hardly any literature that exhibits the importance of African instructors in international experiential learning programs. This study aimed at establishing the importance of African instructors in international experiential learning programs. Methods This was a qualitative case study that examined the importance of instructors and experts from Africa in influencing student learning processes and outcomes in the GCC 3003/5003-Seeking Solutions to Global Health Issues. Semi-structured interviews with (2) students, (2) University of Minnesota lead faculty for the course, and (3) in-country instructors/experts from countries in East Africa and the Horn of Africa were conducted. Data was analyzed thematically. Results Four themes were identified: (1) Filling gaps in knowledge, (2) Orchestrating partnerships for practical exposure, (3) Improving the quality of training, and (4) orchestrating professional personal growth for students. The African in-country course instructors/experts contributed to student learning by providing a true picture reflection of happenings on the ground. Conclusion The importance of in-country African instructors' can be viewed as that aimed at validating students' ideas to apply to the local settings, streamlining students' focus, providing a platform for multi-stakeholder engagement to a particular topic, coupled with bringing an in-country context experience in the classroom.

Background For effective delivery of international experiential training programs, many universities in the global north, have created partnerships with universities in the global south especially in Africa to enhance their capacity and diversity of learning for their students. However, there is hardly any literature that exhibits the importance of African instructors in international experiential learning programs. This study aimed at establishing the importance of African instructors in international experiential learning programs. Methods This was a qualitative case study that examined the importance of instructors and experts from Africa in influencing student learning processes and outcomes in the GCC 3003/5003 - Seeking Solutions to Global Health Issues. Semi-structured interviews with (2) students, (2) University of Minnesota lead faculty for the course, and (3) in-country instructors/experts from countries in East Africa and the Horn of Africa were conducted. Data was analyz...

This conceptual review explores the concept of qualitative research paradigm from a variety of angles in order to explain its defining qualities, philosophical underpinnings, scope, characteristics, and designs widely used in applied linguistics research. To highlight the value of qualitative methodology for researchers attempting to bring out various facets of truth pertaining to language learning, human behaviors, experiences, and actions, the study considers journal articles, book chapters and books published between 2007-2023 on digital databases and examines the defining characteristics of qualitative research and how qualitative research methods are conceptualized and manifested in applied linguistics research. The study helps new researchers who are attempting to learn concepts linked to qualitative research and their demonstration in actual research process to have a stronger comprehension of the qualitative research paradigm.

Publikácia bola podporená Agentúrou na podporu výskumu a vývoja na základe Zmluvy č. APVV-18-0176 Sociálna inklúzia kultiváciou používania jazyka a Vedeckou grantovou agentúrou MŠVVaŠ SR v rámci projektu VEGA 1/0111/20 Komunikačná kultúra v graduálne demokratizovanej spoločnosti.

The most recent didactic materials for teaching sociolinguistics Abstract Sociolinguistics is a mature linguistic discipline, even though it can be considered relatively new in comparison with other fields of linguistics. However, that does not mean that it is not still evolving. On the contrary, contemporary sociolinguists do not rely only on the notepad and dictation machine anymore, but also the camera, so they may document synchronous moments for the future (Blommaert 2012, 5). This article focuses on presenting various thematic fields of sociolinguistics building on the university textbook of Sándor János Tóth (2019a) with the title Sociolinguistics in a Slovak-Hungarian context. The book came into being within the framework of the project KEGA001UJS-4/2018 and it focuses on the work of Slovak researchers, while it also highlights sociolinguistic questions in the context of the Slovak language and Hungarian language, particularly Hungarian used in Slovakia and Slovak used in Hungary. The reason for compiling this book was that, until now, there was no textbook for university or college education available that would have engaged in the Slovak language (as well) in such an explicit manner. Sándor János Tóth also applied his previous experience gained from his own sociolinguistic research projects (e.g. 2012a, 139-156).

Linguistic landscape research in Komárno and Komárom until 2019 The paper presents various linguistic landscape studies of the recent years until 2019 about Komárno and Komárom. The study deals with the methodical background of the project Language in the City-Documenting the Multimodal Semiosphere of Linguistic Landscapes in Slovakia and in a Comparative Perspective supported by the Slovak Research and Development Agency under the contract № APVV-18-0115. The previous researches are compared with the methodology of the present project, which is more quantitative, systematical and inductive then the former researches.

The present contribution represents a partial research probe into the problems of the theory of co-dified language and linguistic culture of the contemporary Slovak language applied to the practi-ce of mass media communication. On the basis of the analysed language material, we relativize the frequently cited argument of unflattering or even disrepair status of use of the Slovak language in public journalistic sphere. On the contrary, by means of linguistic-stylistic interpretation of the four editions of main news programme of RTVS/Slovak Television, we prove that language culture of particular assessed presenters/anchors and editors is at the relatively good level, as their public utterances do not significantly violate the current valid codification standard.

A growing body of research in education shows that students opportunities for academic identity development impacts their academic achievement (Vassallo2014). However, despite a recognition of the importance of identity development and the myriad of initiatives to enhance students identity development and sense of belonging, the latter continue to fail to obtain an academic identity (Farrell 1990). Unfortunately, this is so to the extent that many report a negative or insecure academic self-concept and identity, hence shortchanging students in their preparedness when entering increasingly complex professional workplaces. Jensen andJetten(2016) argue that the inability to develop a professional identity limits students understanding of the relevance of their studies and leads to uncertainty, stress, and poor academic achievement.Professional identity is comprised of two distinct professional paradigms: social, which is characterized by doing, and psychological, which is characterized...

The aim of the present paper is to specify the position of French language teaching within the Czech education system in the 1870s–1930s. The period was marked by important education reforms concerning not only the school system and the general structure of subjects taught, but also the official methods used in foreign-language teaching. The changes in society, culture and education led to what is today called the Golden Age of Francophony in Bohemia, a time when French language dominated as the language of diplomacy and of the cultural and social elite. It also represented the second most widely-studied foreign language at Czech secondary schools besides German. The status of French-language teaching is presented from three different perspectives. Firstly, we focus on specific types of schools where French language had appeared for the first time as a regular subject, then on the most important education reforms which had led to the development of these schools. Secondly, we analyz...

hile the benefits of undergraduate research (UGR) are widely known (Grobman), access to those benefits are uneven, especially for students in their first-year, those taking courses outside their major, and students W from minoritized communities (Swaner and Brownell). Yet, research shows that when all students "have equal access to undergraduate research" (Grobman and Kinkead xxiii), such practices lead to psychological benefits (Ishiyama), increased retention (Gregerman et al.), and access to faculty mentoring and collaboration through high impact practices (AAC&U). In this view, UGR is a transformative activity and a powerful site for "democratic learning [where] students write themselves into conversations and challenge faculty/scholar-constructed representations of them" (Grobman W176-W177). In this article, we explore the potential of first-year writing programs as sites of justice and access-oriented undergraduate research, with pointed benefits for students who have been historically excluded from widespread opportunities as undergraduate researchers. Specifically, we report on a case study of a pilot curriculum developed within the first-year writing program at the University of Central Florida (UCF) that unites undergraduate research and critical language awareness. This curriculum (developed and enacted in 2019-2020) operationalized three key orientations that Angela Rounsaville is an associate professor of Writing and Rhetoric at the University of Central Florida. She teaches graduate and undergraduate courses in composition history, theory, and practice and served as the director of the Writing Program at UCF from 2017-2022. She has published in College English, Research in the Teaching of English, Composition Forum, and Written Communication, among others. Esther Milu is an assistant professor at the University of Central Florida. Her scholarship centers on multilingual pedagogies, translingual writing, Black immigrant languages, and decolonial rhetorics. Previous work has appeared in Research in the Teaching of English, College English, and College Composition and Communication. Joel Schneier is a lecturer at the University of Central Florida in the Department of Writing & Rhetoric. He earned a PhD in Communication, Rhetoric, & Digital Media from North Carolina State University. His research focuses on the intersections of digital literacies, mobile communication, writing, and sociolinguistics, and he has published in Frontiers in Artificial Intelligence, New Media & Society, and Mobile Media & Communication, among others.

This roundtable session will articulate the importance of learning about student educational and linguistic backgrounds and students’ expectations of and access to technology and institutional and external support as a first step in implementing online instruction in FYW courses to foster inclusivity and student retention, persistence, and success

Language plays an important role between identity, culture and minority relations. The knowledge and use of the minority language by the elite is an authoritative attribute of language position in the whole minority. The education of elites in the Slovak minority in Hungary is determined by minority education (teaching the Slovak language, history and culture). The top of this kind of education is the university study of Slovak studies at several universities in Hungary. Graduates gain the legitimacy to become the intellectual elite of the Slovak minority in Hungary. Sociolinguistic situation analysis shows their relationship to Slovak language and real aspects of its use.

Introducing 30 Essential Skills for Qualitative Researchers (2nd ed.) If you are wondering where you can read about the importance and scope of skills required for qualitative research, we highly recommend this second edition (first edition published 2016). John Creswell is well known as a prolific contributor of more than 30 user-friendly research methods books. This text is like a detailed map offering practical how-to advice that facilitates the progressive development of the thinking and skills required for qualitative research. With a new coauthor, Johanna Creswell Báez, who brings a social work perspective, this second edition delivers a credible guide for embarking on or continuing a learning journey in qualitative research. This text stands out for its conversational tone and even the most experienced researchers will discover new insights they can quickly adopt and will want to share with others.

This article explores the difference between equality and the absence of discrimination within the area of language use. It draws on examples of social practices of linguistic inequality in Slovakia, and analyses how these are regulated by Slovak law, international law and laws of countries of best practices. The article argues that these examples represent three different models of linguistic equality: formal equality, equality of opportunities and substantive linguistic equality. It will analyse how these approaches empower or disadvantage speakers of minority languages, and what normative guide they provide for linguistic equality.

In abroad Slovak language develops in similar cultural and social conditions like in Slovakia but in different language situations where it is minority or not often used language. Therefore, in Slovak language enclaves and diasporas, there are, on one hand, disintegration processes (Slovak as a minority language departs from development processes in the Slovak language in Slovakia) and, on the other hand, in the Slovak as a minority language there are significant interlingual integration processes (the result of which are globalization language phenomena and conversion of identificators of the language identity). The paper presents several proofs of the specific development of the abroad Slovak language.