Language and Identity

The international workshop Net(of)Words: Language, Writing and Culture in Ancient Egypt and the Ancient Near East has been created as a space to present and discuss lines of research and work in progress that share the application of the methodologies and theoretical frameworks of the aforementioned disciplines, applied to the cradle of the first writing systems. It also intends to serve as a meeting place and forum for dialogue between different researchers at the beginning of their academic careers, to encourage discussion of epistemological challenges and the sharing of new methodologies and perspectives in relation to the study of primary textual sources.

El workshop internacional Net (of) Words: Net (of) Words: Language, Writing and Culture in Ancient Egypt and the Ancient Near East neix com un espai on presentar i debatre línies de recerca i treballs en curs que comparteixin l’aplicació de les metodologies i marcs teòrics propis de les disciplines esmentades, aplicades a les civilitzacions bressol dels primers sistemes d’escriptura. Així mateix, es pretén que serveixi com un lloc de trobada i diàleg entre diferents investigadors/es a l’inici de la seva carrera acadèmica, per afavorir la discussió dels reptes epistemològics i la posada en comú de noves metodologies i perspectives en relació amb l’estudi de les fonts textuals primàries.

El workshop internacional Net (of) Words: Language, Writing and Culture in Ancient Egypt and the Ancient Near East nace como un espacio donde presentar y debatir líneas de investigación y trabajos en curso que compartan la aplicación de las metodologías y marcos teóricos propios de las disciplinas mencionadas, aplicadas tanto a la cuna de los primeros sistemas de escritura. Asimismo, se pretende que sirva como un lugar de encuentro y diálogo entre diferentes investigadores/as en los inicios de su carrera académica, para favorecer la discusión de los retos epistemológicos y la puesta en común de nuevas metodologías y perspectivas en relación con el estudio de las fuentes textuales primarias.

Durch das Erzählen einer Geschichte ermöglicht ein Sprecher einem Zuhörer die Teilhabe an eigenen, individuellen Erfahrungen (Flader & Giesecke1980: 212). Die Darstellungsform des Erzählens impliziert Formen der Versetzung in einen anderen Raum als den konkreten Raum der Interkation: die Erzählwelt und die erzählte Welt sind zwei verschiedene Dinge. Der Erzähler gibt dem Hörer „Versetzungs-anweisungen“ (S.215); dazu gehören allgemeine Positionie-rungs¬aktivitäten, Aus¬drücke für die Erlebnisbeteiligung des Erzählers als Aktor / Patiens, Ausdrücke für die subjektive Einschätzung und Einordnung des Geschehens. Diese sprachsystematischen und diskursiven Mittel müssen von dem Hörer verstanden werden, der dadurch die dahinterstehende Perspektive erkennen und in seine Rezeption der Erzählung integrieren kann (siehe auch Quasthoff 2008). Was aber, wenn SprecherInnen sprachliche Formen verwenden, die oberflächlich gesehen nur wenige Hinweise auf mögliche temporale, personale, modale Kontextualisierung geben? Es geht, um es genauer zu sagen, um autonom gebrauchte einfache oder komplexe nominale Konstruktionen. Solche äußerungs- bzw. satzwertigen Konstruk¬tionen verfügen in der Tat nicht über die verbale Morphologie, die gemeinhin als zentrales Mittel angesehen wird, um diverse deiktische Werte zu realisieren, allen voran personale und temporale Deixis. Dies stellt die Frage, ob und auf welche Weise sich solche Konstruktionen als Erzähler- oder Zuhöreräußerung in die narrativen Sequenzen eingliedern.

Language educators play a significant role in either challenging or perpetuating ideologies in the classroom, curriculum, and profession. Due to the historically persistent ideological positioning of Latinx/Hispanic and Spanish-speakers in the United States and the lack of professional preparation for educators working with these populations, this paper argues for the inclusion of critical language awareness (CLA), or "the understanding of how language is imbued with social meaning and power relations" (Leeman 2018: 345), as a core goal, tool, and outcome guiding language teacher education. In this article, we begin by discussing the theoretical underpinnings of CLA, its historical trajectory, and why CLA is a fundamental principle underlying social justice for Spanish language teaching in the United States. Then, we describe various examples for implementing CLA across different institutions and provide evidence of their impact through localized case studies. We conclude by discussing ongoing challenges in critically oriented teacher training, as well as identifying future directions for building a collective liberatory praxis.

This review synthesizes research on identity formation, intercultural contact, and motivation in second language acquisition (SLA), aligning with Exploring Identity Formation in Language Education. Identity, a dynamic construct shaped by ethnicity, culture, and class, influences learners' engagement with new languages. Intercultural contact, grounded in Allport's (1954) contact hypothesis, fosters identity negotiation and linguistic growth through direct and virtual interactions. Motivation, including integrative and instrumental types, drives investment, mediated by imagined communities and the Ideal L2 Self. Personal narratives illuminate these processes, revealing how identity shifts enhance SLA outcomes. Synthesizing psychological, sociolinguistic, and educational literature, this chapter explores theoretical insights, pedagogical applications like CLIL and digital exchanges, and future research directions, emphasizing inclusive, identity-affirming education without new empirical data.

This study explores the intersections of race, language, and equity within a university-community tutoring partnership for bilingual middle schoolers. Stemming from the university's history as a predominantly white institution (PWI), the tutor-student pairings routinely consisted of a white bilingual tutor paired with a bilingual student of Color. In this article, we explore racialized dynamics that manifested among these pairings through interviews and observations. Drawing on the framework of raciolinguistic ideologies Q2 , we document how both individual and institutional ideologies played key roles in tutor-student interactions through raciolinguistic enregisterment and linguistic (de)legitimization. We argue that these dynamics illustrate the coconstructed nature of raciolinguistic ideologies that subsequently produce inequitable power structures of white linguistic saviorism, even within a program designed to disrupt such dynamics. These findings have implications for disrupting racialized power dynamics within tutoring programming and education systems more broadly.

Die historiese taalkunde word tradisioneel in twee gebiede onderverdeel: die interne geskiedenis van die taal, wat nagaan hoe die taalsisteem – in terme van klank, woordvorme en sinsbou – met verloop van tyd verander het, en die eksterne geskiedenis wat die taal se ontwikkeling binne sy historiese konteks naspeur. In die hieropvolgende hoofstuk word die wyses bespreek waarop Afrikaans, weens verskeie invloede, van verskillende Nederlandse dialekte afgewyk en verder ontwikkel het. Maar hierdie interne ontwikkeling van die taal kan nie na behore begryp word sonder ’n kennis van die sosiohistoriese konteks waarbinne dit plaasgevind het nie.
In die praktyk kom die eksterne geskiedenis van ’n taal neer op ’n soort sosiale geskiedenis van die taal: wie het die taal gepraat en onder watter omstandighede? Wat was die onderlinge verhoudinge tussen verskillende groepe wat die taal (of variëteite daarvan) gebruik het? Watter sosiale, politieke en kulturele invloede het in die posisie
van die taal en sy sprekers, asook hulle houdings jeens die taal, ’n rol gespeel? Al hierdie faktore het met verloop van tyd verander, en die historiese taalkundige moet daarom ’n goeie begrip van die geskiedenis hê ten einde te kan vasstel hoe hierdie sosiohistoriese omstandighede die taal beïnvloed het.

This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or "Western" education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and Missionary churches in Ethiopia, some of the traditional institutions such as the Waaqqeffannaa

Diese Studie untersucht die Wirkung multimodalen Feedbacks auf die Schreibfertigkeit von DaF-Lernenden. Insgesamt 48 Studierende in der Fremdsprachenhochschule der Trakya Universität wurden in eine Experimental-und eine Kontrollgruppe zu je 24 Personen eingeteilt. Die Experimentalgruppe erhielt ein Semester lang multimodales Feedback (Video und Text), während die Kontrollgruppe nur schriftliches Feedback bekam. Die quantitativen Ergebnisse zeigen, dass die Experimentalgruppe signifikant höhere Fortschritte (M = 4,97, SD = 2,39) als die Kontrollgruppe (M = 1,42, SD = 3,67) erzielte. Dieser Unterschied ist statistisch signifikant (t(39,54) = 3,97, p < 0,001) und weist eine große Effektstärke auf (d > 0,8). Ergänzende qualitative Daten bestätigen auch diese Wirksamkeit. Die Lernenden fanden multimodales Feedback motivierend, was zu verbesserter Fehlerreduktion in ihren Texten und gestärktem Selbstvertrauen beim Schreiben führte. Zusammenfassend verdeutlichen die Befunde die signifikante Wirkung des multimodalen Feedbacks auf die Schreibfertigkeit im DaF-Unterricht.

The current study is a cognitive semantic investigation of a sample of mental health-related narratives that are video-blogged (i.e. vlogged). The focal end is to examine how vloggers manage to construe their videos, their self, and other elements in the story world. Adopting an interdisciplinary approach to the YouTube videos by exploiting cognitive semantic theories in integration with complementary concepts, the study aims at tracking both construals of the overall vlogging personal narrative experience. It examines the preliminary conceptual blends that precedes the construction of the video/story world. It proposes a conceptual modelling for the overall configuration based on the vlogs genre addressed, namely personal experience of mental illness. Construal of specific elements in narratives were inspected encompassing the self with respect to other selves, viewers and experience. In order to achieve this purpose, the study employs Mental Spaces and Conceptual Blending Theory. In integration with the cognitive semantic theories, McNeill's narrative model has been exploited to depict the overall architecture of the video space. The study examines conceptual metaphors, force dynamics, viewpoint multiplicity, subjectivity, and stancetaking focusing on the introductory sections in three sample vlogs. The research came up with the findings that vloggers narratives manifest multiple versions of the self and shifts in viewpoints that are projected across the spaces unfolded. In addition, narrators tend to shift viewpoints and locate themselves in different spatial positions with their illness and their audience, which was encoded by deictic tools, tense, modality, while taking into consideration the virtual platform of YouTube.

In applied linguistics, early research on identity was centered around language learners and the process of language learning; this focus, however, has since broadened to encompass language teaching and language teacher identity . Specifically, researchers have explored related topics, including teacher identity tensions (Tajeddin & Yazan, 2024), non native speaker language teacher identity (Wolff & De Costa, 2017), teacher investment , and the interplay between teacher emotions, identity, and ideology . By situating this chapter against a contemporary neoliberal backdrop, we problematize how neoliberal ideologies have permeated education systems and thus impacted language teacher identity development. Neoliberalism-defined by as "the financialization of everything" (p. 18) -has also reshaped language education according to market logic, often by turning students into customers and teachers into service providers . In the sections that follow, we illustrate how neoliberal ideology has influenced the development of language teacher identity and their attendant emotions. The first section of this chapter traces the development of language teacher identity research in applied linguistics from the early 2000s to the present. The second section explores how neoliberalism has impacted language teaching in general, and how teachers are being compelled to adopt new identities in particular. In the third section, we draw on the notion of linguistic entrepreneurship (

This paper examines the development of African American Vernacular English (AAVE) in the United States between 1950 and 1990, a period marked by significant social, political, and cultural transformations. The study focuses on AAVE as a systematic linguistic variety with its own phonological, grammatical, and lexical structures, rather than a non-standard or “incorrect” form of English.

The research explores key sociolinguistic processes such as code-switching, linguistic divergence, and language ideology, highlighting how they contributed to the perception and evolution of AAVE in American society. Special attention is given to the impact of the Civil Rights Movement, the Ann Arbor court case (1979), and the Ebonics controversy (1996), which played an important role in the academic and institutional recognition of AAVE.

Additionally, the paper analyzes the influence of AAVE on contemporary culture, particularly through hip-hop music and digital media, as well as ongoing issues of linguistic discrimination and cultural appropriation.

This research contributes to the field of sociolinguistics by emphasizing linguistic diversity and the importance of recognizing non-standard language varieties as rule-governed systems. The paper was originally written in Ukrainian and reflects the academic interests of Ukrainian students in global linguistic phenomena and cultural identity.

Es innegable que
el Populismo constituye, por sus excesos retóricos e implicaciones anti-institucionales, una perversión de las democracias modernas y un riesgo para cualquier orden institucional democrático, más aún si éste no ha logrado consolidarse todavía.

This study intends to analyses the health culture of the Colonial society of Punjab through the gender lens from 1849-1947. Focusing on the relation between gender and the colonial subjects during the emergence of western medicine. This work based on the secondary sources hitherto traces almost since the middle of the nineteenth century which paved the pivot towards the establishment of hospital medical facilities in Punjab. This created a public space for western health-care system for female patients___ albeit a narrow one. The Western Medicine health services in Colonial Punjab initially were predominantly in approach of the British troops, mainly the Europeans, Eurasians, Government employs, members of Indian Medical Service and the indigenous elite. Subsequently, the rich class also benefited by the Western medicine services on handsome spending of money. Before the emergence of Western medicine hospital culture in contrast unlike to colonial medical practice, female patients were predominantly treated by the female indigenous practitioners or therapists known as vaids, hakims or dais. This study also analyses the growth and advancement in medical education especially for females in the colonial Punjab and the colonial administrative role in its process. This study also probes the gender discrimination after probing the official records and documents, determinants such as sexual health, mortality rates, reproductive health services, famines and racial discrimination against the role of female administration in the Western medicine system determined, moreover, health services and practices in the colonial administrative health care setup in Punjab analyzed. It also discusses the social history about the discrimination and brutality against women in western health care practices such as European styled hospitals, dispensaries and colonial lock-hospitals.

يُمثّل هذا الكتاب إضافةً نوعيةً إلى مجال تعليم اللغة العربية لغير الناطقين بها في السياق الإيطالي، إذ يُعدّ أول مرجع يُطبّق منهجية CLIL (Content and Language Integrated Learning) على تدريس العربية الفصحى الحديثة بشكل منهجي ومتكامل.

تقوم المنهجية المعتمدة في الكتاب على تحويل اللغة الهدف إلى لغة تعليمية بامتياز، وذلك من خلال دراسة محتويات ثقافية أصيلة ومتنوعة تشمل الجغرافيا، والبنية الاجتماعية، والموروث الشعري، والإنتاج السينمائي والموسيقي، والمشهد السياسي في العالم العربي. ويعتمد الكتاب على استراتيجيات تعليمية متعددة تجمع بين القراءة النقدية، والاستماع إلى مواد أصيلة، وحفظ النصوص الشعرية، والإنتاج الكتابي الحر والموجَّه.

Recenzia poukazuje na viaceré metodologické a faktografické nedostatky publikácie, najmä na nekonzistentné interpretácie historických procesov, selektívnu prácu s údajmi, neoverené tvrdenia a problematické spájanie subjektívnych výpovedí respondentov s kvantitatívnymi závermi. Kriticky hodnotí aj neprimerane zvýhodňovanie interpretačnej pozície autorov na úkor deklarovanej identity skúmanej skupiny, či pripisovanie etnických kategórií územným celkom a konštruovanie goralskej identity miesto jej nestranného a kritického opisu.

The review points out several methodological and factual shortcomings of the publication, in particular inconsistent interpretations of historical processes, selective work with data, unverified claims and problematic linking of subjective statements of respondents with quantitative conclusions. It also critically assesses the undue advantage of the interpretative position of the authors at the expense of the declared identity of the studied group, or the attribution of ethnic categories to territorial entities and the construction of the Goral identity instead of its impartial and critical description.

The rapid advancement and change of technology creates momentum for profound changes in education in general and language teaching in particular. For language teaching, technology brings changes in almost every aspect, from methods to content, from teaching environment to ways of interaction, etc. Facing unprecedented change, in addition to the fact that accessing new technology every day is a given, each teacher needs to change the way they view teaching, the way they approach work, and the way they prepare and deploy lessons. English, as the world's leading international language, requires more specific and individual adaptive changes from teachers. This article focuses on analyzing some prominent evolutions in teaching including the reference back to the past of English teaching and learning, the transition from traditional methods to digital approaches, the role of teachers in the new trend, and digital attitudes towards teaching this global language.

The international workshop Net(of)Words: Language, Writing and Culture in Ancient Egypt and the Ancient Near East has been created as a space to present and discuss lines of research and work in progress that share the application of the methodologies and theoretical frameworks of the aforementioned disciplines, applied to the cradle of the first writing systems. It also intends to serve as a meeting place and forum for dialogue between different researchers at the beginning of their academic careers, to encourage discussion of epistemological challenges and the sharing of new methodologies and perspectives in relation to the study of primary textual sources.

El workshop internacional Net (of) Words: Net (of) Words: Language, Writing and Culture in Ancient Egypt and the Ancient Near East neix com un espai on presentar i debatre línies de recerca i treballs en curs que comparteixin l’aplicació de les metodologies i marcs teòrics propis de les disciplines esmentades, aplicades a les civilitzacions bressol dels primers sistemes d’escriptura. Així mateix, es pretén que serveixi com un lloc de trobada i diàleg entre diferents investigadors/es a l’inici de la seva carrera acadèmica, per afavorir la discussió dels reptes epistemològics i la posada en comú de noves metodologies i perspectives en relació amb l’estudi de les fonts textuals primàries.

El workshop internacional Net (of) Words: Language, Writing and Culture in Ancient Egypt and the Ancient Near East nace como un espacio donde presentar y debatir líneas de investigación y trabajos en curso que compartan la aplicación de las metodologías y marcos teóricos propios de las disciplinas mencionadas, aplicadas tanto a la cuna de los primeros sistemas de escritura. Asimismo, se pretende que sirva como un lugar de encuentro y diálogo entre diferentes investigadores/as en los inicios de su carrera académica, para favorecer la discusión de los retos epistemológicos y la puesta en común de nuevas metodologías y perspectivas en relación con el estudio de las fuentes textuales primarias.

Streszczenie Wielojęzyczność to zjawisko, które staje się coraz bardziej widoczne w różnych krajach na całym świecie. Są ludzie, którzy stają się wielojęzyczni w wyniku świadomego wysiłku ukierunkowanego na nabycie kompetencji w zakresie języka obcego. Z kolei wiele osób ma kontakt z kilkoma językami od momentu urodzenia. W takim przypadku ich biegłość rozwija się w sposób naturalny. Nie jest ona determinowana przez takie czynniki jak wiek, motywację i wybór właściwych strategii uczenia się. Niniejszy artykuł ma na celu udowodnienie, że dorastanie w kilku językach nie zawsze jest przyjemnym i łatwym doświadczeniem. Pokazano to na przykładzie trzech uczestników. Różne języki mają różny stopień władzy i wpływu w społeczeństwie. W rezultacie niektóre z nich są wykluczane, postrzegane jako mniej wartościowe lub ich użycie jest minimalizowane do pewnego poziomu.

Studies have found that Mormons and non-Mormons in Utah exhibit significant linguistic differences. We break this down further by investigating whether there are also differences between Mormons who actively participate in the religion and those who do not, and find significant differences with a medium or larger effect size between the groups for multiple variables. We conclude that when investigating the linguistic correlates of religious affiliation in a community, it is vital to elicit not just respondents' religious affiliations, but also their level of participation within that religion.

The current study examined whether religious affiliation in Utah County, Utah affected the production of several vowel mergers typical of the area (ie, fell-fail, pool-pole-pull, card-cord). To do so, we asked self-identified members of the Church of Jesus Christ of Latter-day Saints (Mormons) and self-identified non-Mormons to produce these vowel contrasts. Next, three na��ve raters trained in phonetics but unfamiliar with how English is spoken in Utah were asked to judge which of the two vowels in a vowel pair contrast was ...

The Víctor Balaguer Library-Museum at Vilanova i la Geltrú (Catalonia, Spain) contains several copies of a map and key navigation chart to understand the history of Spanish colonization of the Philippines. The history of the conservation and cataloguing of this map, by the famous Jesuit cartographer Pedro Murillo Velarde, constitutes a good example of the contributions that provenance research can offer to enrich, nuance, and even transform the story that museums draw around their pieces and collections.

Bahasa bukan sekadar alat untuk berbicara dan menulis, tetapi jendela untuk memahami dunia. Melalui bahasa, manusia membangun makna, mengenali identitas diri, serta menafsirkan berbagai peristiwa sosial dan budaya yang terjadi di sekitarnya. Buku Membaca Dunia Lewat Bahasa mengajak pembaca melihat bahasa sebagai bagian penting dari cara manusia berpikir, berinteraksi, dan memaknai kehidupan sehari-hari.

Buku ini membahas bahasa dalam berbagai konteks, mulai dari identitas sosial, budaya, pendidikan, hingga pengaruh teknologi dan media digital. Berbagai contoh nyata disajikan untuk menunjukkan bagaimana bahasa dapat membentuk cara pandang, memperkuat hubungan sosial, sekaligus mencerminkan perubahan zaman. Pembahasan disusun secara runtut dan relevan dengan kondisi masyarakat saat ini.

Ditujukan bagi mahasiswa, pendidik, dan pembaca umum, buku ini membantu pembaca memahami peran bahasa secara lebih luas dan mendalam. Dengan gaya bahasa yang jelas dan mudah diikuti, buku ini menjadi bacaan yang membuka wawasan tentang bagaimana bahasa bekerja dalam kehidupan manusia dan mengapa bahasa layak dipahami lebih dari sekadar alat komunikasi.

About the Journal Zanco Journal of Humanity Sciences (ZJHS) is an international, multidisciplinary , peer-reviewed, double-blind and open-access journal that enhances research in all fields of basic and applied sciences through the publication of high-quality articles that describe significant and novel works; and advance knowledge in a diversity of scientific fields.

This article discusses the sociolinguistic attitudes of Kurdish parents from Erbil towards their children's bilingualism in those private schools where English is the main language of the school. Studies have shown that the attitude of the learners towards second language learning has an impact on their mother language development. In such a context, children's increased use of English compared to their limited use of their native language has become a prevalent phenomenon. As a consequence, despite the fact that Kurdish is the first language of the children and even the region, children have created their own speech communities in which their social engagement with classmates and teachers is in English inside and outside of school. This study attempts to explore the reasons behind the motivations of those parents in choosing English medium schools and their attitudes towards the educational experiences of their children. By virtue of parents playing a crucial role not only in having influence on the academic progress of their children but also in changing the attitudes of their children towards the importance of the first language, it is also important to examine the parents' attitudes towards educational systems and language learning of their children as a whole. The last question examines whether preferring learning a second language over a mother tongue does not put the Kurdish language in danger in the future, and how the role of government may be considered in this regard.

This study investigates the correlation of drag queen stage names with previously-identified phonetic variables which sociolinguistically index ‘femininity’ (higher ratios of open syllables, vowels with respect to consonants, high front vowels compared to others, and sonorant consonants compared to others). I show that American drag names are statistically indistinguishable from American female names overall, but are significantly different from American male names for these variables. Phonetic aspects of stage name selection appear to play a role in drag performances of femininity, in addition to lexical, syntactic and semantic aspects.

Nearshoring has moved from niche sourcing strategy to mainstream operating model in global value chains, particularly between North America and Mexico and between Europe and Latin America. Yet most nearshoring playbooks still treat “culture” as a soft afterthought—something to be addressed through sporadic trainings after the contracts are signed and the plants are built. This paper argues that this approach is structurally insufficient. Drawing on transculturality, cultural studies, and postcolonial theory (Appadurai’s scapes, Bhabha’s Third Space, Stuart Hall’s identity work, and Kwame Anthony Appiah’s cosmopolitanism) and on the author’s empirical work on women, mobility and identity, it introduces transcultural intelligence as a strategic capability for nearshoring workforce management. It proposes the Third-Space Factory as both a metaphor and an operational framework: a production site where cultural hybridity is deliberately designed into leadership, HR systems, and everyday communication. The paper outlines a practical model for HR leaders, consultants and line managers to diagnose cultural fault lines in nearshoring operations and to design interventions that treat transculturality not as a problem to be fixed but as an innovation resource to be cultivated.

Key Themes
Transculturality as a Baseline Condition
The Third Space as Generative Zone
Scapes as Organizing Frames
Cultural Intelligence as Organizational Strategy
Attrition and Alignment as Cultural Signals
From Soft Skill to Business Imperative

The algoscape designates the global configuration and flow of algorithmic systems — large language models, recommendation engines, translation APIs, and generative AI— that generate, curate, rank, and recombine cultural material at planetary scale. Extending Appadurai's five original scapes (ethno-, techno-, finance-, media-, ideoscapes), it captures how algorithms displace human editorial judgment, regulate visibility through gatekeeping, compress linguistic diversity, mediate hybrid identities, and produce epistemic convergence. Operating in real time across all scapes, the algoscape raises decolonial challenges of techno-neocolonialism and calls for technodiversity to cultivate plural algorithmic traditions. Transcultural intelligence emerges as the key competency for navigating these flows, designing AI environments that amplify cultural plurality rather than enforce uniformity. This framework reveals globalization's new mediating layer: not neutral infrastructure, but a generative cultural force shaping what is sayable, visible, and knowable worldwide.

Hrvatsko jezikoslovno nazivlje -Jena uvod u okviru programa Hrvatsko strukovno nazivlje -Struna provodi se projekt Hrvatsko jezikoslovno nazivlje -Jena. Sustavan timski rad na hrvatskome strukovnom nazivlju započeo je u institutu za hrvatski jezik i jezikoslovlje 2008. godine u okviru jednogodišnjega projekta Hrvatsko strukovno nazivlje -projekt koordinacije. Taj je projekt trajao od 15. siječnja 2008. do 15. siječnja 2009. godine. cilj je projekta bio osigurati potrebne preduvjete za provedbu druge faze projekta, u kojoj je predviđena suradnja sa stručnjacima različitih struka koja bi dovela do sustavnije izgradnje hrvatskoga nazivlja odabranih struka. u sklopu toga projekta izgrađena je terminološka baza podataka (koja se tijekom godina dograđivala), osmišljene su terminološke radionice s pomoću kojih bi se budući suradnici osposobili za terminološki rad te je napisan Hrvatski terminološki priručnik namijenjen svima koji se bave terminološkim radom ili se susreću s terminološkim problemima. Priručnik je dosad imao tri izdanja (2009., 2011. i 2012.). Od siječnja 2009. godine započela je druga faza rada na Struni, u kojoj Hrvatska zaklada za znanost raspisuje natječaje za potporu projektima izgradnje nazivlja pojedinih struka, a institut za hrvatski jezik i jezikoslovlje pruža jezičnu, terminološku i terminografsku podršku prihvaćenim projektima. dosad je u sklopu Strune završeno ili je u tijeku tridesetak projekata različitih struka. jedan od njih je i projekt Hrvatsko jezikoslovno nazivlje -Jena, koji traje od 24. svibnja 2019. do 23. studenoga 2020. Projekt je pokrenut zbog potrebe usustavljivanja hrvatskoga jezikoslovnog nazivlja. Temeljni je cilj projekta tijekom projektnoga razdoblja unijeti u bazu Strune najmanje 1500 jezikoslovnih naziva sa sinonimima, antonimima, podređenim nazivima, definicijama i istovrijednicama na engleskome, njemačkome, francuskome i ruskome jeziku. najčešći će jezikoslovni nazivi imati i istovrijednice na švedskome jeziku. Takva baza bit će temelj za daljnje usustavljivanje jezikoslovnoga nazivlja jer će se i nakon završetka projekta upotpunjavati dodavanjem novih naziva. 1 Ovaj rad izrađen je na projektu Hrvatsko jezikoslovno nazivlje -Jena (Struna-2017-09-05), koji u cijelosti financira Hrvatska zaklada za znanost.

As this article is based on lecture presented at the Round Table entitled Lexicography and Encyclopaedistics - Between Science and Profession, which was held on 25 May 2008, the authors try to answer the following questions that were also put forward in the invitation to the Round Table: 1. Does a dictionary really represent the synthesis of knowledge based on the most recent scientific insights?, and 2. How is it possible to implement a generally acceptable transfer of knowledge without disrupting the fundamental scientific criteria. Or, in other words, how is it possible, through lexicographic and encyclopaedic, works to introduce the younger generations to the world of science and culture that will until then still remain integral in its original sense? They offer models of presentation of terminology in two school dictionaries compiled at the Institute for Croatian Language and Linguistics.

The paper deals with the problem of standardization of terms in business language, focusing on the business language used in day to day communication in Coca-Cola HBC Croatia. The paper has been instigated by practical experience of the compilation of Coca-Cole HBC Croatia Language Manual. The main aim of this manual is to facilitate daily communication in this company as well as to raise the level of business communication in general. It has originated in the framework of company’s effort to function in accordance with the principle of responsibility towards society, which includes the responsibility towards the Croatian language, especially at this moment when the future status of the language is determined among the languages of the European Union. In the fi rst part of the paper, the authors give an overview of the phases in the compilation of the Manual and describe the wider framework in which it was compiled as well as the planned aims and achieved results. In the second part...

There are only a few scholars who have dealt with the view on human rights of Max Weber (18641920) so far. One of the main reasons is that he did not write the systematic work on human rights. But it does not mean that he was not interested in the subject of human rights. Weber was rather so much interested in some problems of human rights, such as religious toleration, religious liberty, freedom of conscience, equality before the law, and suffrage. In particular, like his colleague Georg Jellinek (18511911), he showed interest in the subject regarding the origin of human rights and was engaged in it. The purpose of this paper is to discuss Weber’s view on the origin of human rights, especially, on the historical and theoretical origin of freedom of religion. Three points made clear in this paper are as follows. The first is that there was a close relationship between the emergence of freedom of religion and the Protestant sects’ doctrines. Weber often stressed the influence of thei...

, e introducida en el Caribe a mediados del siglo 17 debido a los esclavos provenientes de las tribus Ashanti, Koromantin, Fanti, Agni y Ga, para su uso de mano de obra en el auge de las plantaciones azucareras en Jamaica, y otras colonias británicas, luego de su conquista en 1655. Esto refleja que, desde el punto de vista religioso, las Antillas recibieron grandes influencias provenientes de esas tribus. Desde su llegada a tierras jamaiquinas, estos esclavos se escapaban y fundaban comunidades de cimarrones en las montañas llamadas "palenques", formando un contexto esencial para el desarrollo de sus religiosidades, ya que estaban fuera del control de los propietarios blancos de las plantaciones. Además, los blancos consideraban que estos esclavos no tenían alma, por tal razón, no se empeñaron en bautizarlos, permitiendo la conservación de algunos cultos africanos de carácter político como una forma de reclamar los valores tradicionales africanos. Cabe mencionar que este ensayo está enfocado en la religiosidad Obeah del contexto colonial británico caribeño. Dándole un enfoque a aquellos elementos caracterizados que fomentaron y gestaron una diversidad cultural en el Caribe.

This paper examines the relationship between language, identities, and geographic movements through the New Mobilities Paradigm (NMP). Drawing from various fields of studies about transnational and trans-community students, we shed light on how identity formation is heavily shaped by language through linguistic decisions and affordances. The NMP acknowledges this intricate relationship, and the dynamic nature of linguistic identity triggered by individuals' mobility within and outside of their national territory. Results show how various forms of local or transnational, and other forms of mobilities interact or complicate how linguistic identities are formed; and how linguistic identities might create fast or slow mobility lanes, or zones of concentration, and isolation for people. We take a poststructuralist stance in making sense of linguistic identity formation for people on the move or with the desire to do so, and argue that their identities are constantly negotiated depending on people's interests and mobile subjectivities.

A persistent challenge in English for Academic Purposes (EAP) pedagogy is helping students move beyond knowledge display (describing and reporting) to knowledge transformation (analysis and argument). Students often treat disciplinary sources as information to summarize rather than as evidence to recontextualize for argumentation, and struggle to connect abstract concepts with concrete details to build coherent claims. This paper investigates how successful first-year writers connect disciplinary knowledge, case evidence, and evaluative interpretation within analytical paragraphs in a case analysis assignment. Drawing on systemic functional linguistics (SFL), we integrate two complementary frameworks: the Onion model , which distinguishes between layers of description, analysis, and argument, and Hao's (2020) I know-I see-I conclude heuristic, which operationalizes movement between these layers at paragraph level. We qualitatively analyze 17 high-graded case analyses, coding paragraphs for reasoning positions, internal connexion (logical relations such as addition, comparison, consequence), and key lexicogrammatical resources (process types, projection, evaluative lexis). Our analysis illustrates that high-graded texts are characterized not only by the presence of the three reasoning positions, but by explicit bridging moves that transfer theory into case interpretation and by patterned use of logical relations to build cumulative, comparative, and consequential reasoning. We show how we translate SFL into practical classroom frameworks to support students' development of analytical writing. Teaching students how to write analytically and persuasively remains a challenge in university classrooms, especially for multilingual writers . In the first year, when students are beginning to encounter academic writing as a distinct form of communication, they are expected to do more than display knowledge (i.e., reporting on or summarizing what they have read); they are expected to transform knowledge by taking up disciplinary ideas, applying them to new contexts, and constructing arguments that This article is part of a special issue entitled: Systemic Semiotics published in Journal of English for Academic Purposes.

This study presents the sociolinguistic and performative dimensions of two viral Hausa expressions: baza capacity (to show off one's means) and kare mutunci (to protect one's honor), popularized by micro-influencer Abdul Turaki in the urban context of Kano, Nigeria. Using a qualitative discourse analysis of digital content (videos, comments and posts), this paper demonstrates how these expressions function as linguistic acts with normative power. They not only reflect youth aspirations and frustrations in precarious social conditions but also reshape ethical standards and social recognition mechanisms. By drawing on critical sociolinguistics, pragmatics and African youth language studies, this article reveals how digital discourse can legitimize transgressive behaviour and redefine urban masculinity. The paper calls for educational strategies to re-anchor speech within ethical and community-based frameworks.

This paper discusses the use of duoethnography in the internationalization of language teacher education, aiming at responding to the following questions: A) how may duoethnography support the internationalization of language teacher education? B) What aspects of language teachers' lives can be explored in dialogical encounters among language teachers and teachers-to-be from different countries? C) What (lasting) impacts may carrying out a duoethnography have on language teachers? Beyond explaining the process of designing an international research-based assignment (IRBA), which aimed at engaging in-service and pre-service language teachers from the U.S. and Brazil in exploring their linguistic experiences, the authors present the rationale and the theoretical basis for developing the IRBA and analyzing the duoethnographies: critical approaches to language teacher education, digital literacies and technology integration in educational praxis, teacher collaboration, and duoethnography as both a process and a method. The analysis revealed that duoethnography may be effective leading to reflection and contributing to issues of equality, mobility, and access. Frontiers: The Interdisciplinary Journal of Study Abroad 36(2) Jorge et al.

This article is based on a six-months ethnography at the “Center for work with street children” in Kotel - a  small town in Bulgaria, presented by its municipality as an “example of understanding and integration of the Roma”. Sharing their daily tasks, I  had the opportunity to observe how my Romani colleagues shift between using Bulgarian, the official language of the country, and Romani. When I  asked them to explain how and why these shifts occurred, I  discovered an “epilinguistic tension” (Canut, 1998) between adherence to the official norm and their desire to use their mother tongue. In this text, I  describe how their meta-discourses about language refect the effects of linguistic policies and ideologies in past and present Bulgaria
and two contrasting language ideologies related to notions of nationality, race/ethnicity, and citizenship. Adhering to the Center policy of using only Bulgarian but also expressing their desire to use their “mother tongue ” , my interlocutors are living an unresolved tension between assimilation and resistance, homogenization and emancipation.

Purpose: This study observes Instagram memes by immigrant Copts (Egyptian Christians) to investigate the cultural identity portrayal, the most prominent themes and the co-cultural communication orientations they adopt within their diasporic context. It highlights how social media platforms allow Copts to express identities beyond stereotypical media representations. Design/methodology/approach: A systematic quantitative content analysis was conducted, using a sample of 450 Instagram memes that were tagged with #copticmemes. A codebook, based on co-cultural theory, literature on cultural identity, and a review of Coptic memes, was developed to analyze language, cultural identity portrayal, prominent themes, and communication orientations. Findings: Immigrant Copts primarily portrayed their cultural identity on Instagram memes through Coptic cultural elements, followed by a blend of Coptic and American/Western identities. Most prominent themes included Egyptian (pop) culture and social norms, Coptic social norms, and church prayer. Among memes depicting relationships with dominant Western culture, Assertive Accommodation was the predominant communication orientation, followed by Nonassertive Assimilation. Practical implications: Media practitioners can use these insights for a better understanding of immigrant Copts. Immigrant Coptic media creators can gain a awareness of their relationship with the dominant western culture through the Article Note: This article underwent double-blind peer review.

This paper is devoted to the textbook of Russian as a foreign language (FL) ‒ understood as a sociocultural object and vehicle of certain cultural representations ‒ and it is divided into four parts. The first part defines the concepts of “Russian culture” and “Russophone culture” from a non-essentialist and critical perspective, according to a transnational view based on anthropological, sociological, and intercultural education studies. The second part traces the genealogy of research focused on the cultural contents of Russian FL textbooks, pertaining mainly to linguo-country, imagological, and intercultural approaches. The third part describes the research questions and the methodology employed. Finally, the fourth part presents a case study conducted on a sample of 10 Russian FL textbooks to investigate the perception of culture contained in such textbooks. Particular emphasis is placed on the role of literature as a means of consolidating national cultural discourse.

Global migration continues to reshape and enrich educational landscapes, introducing increased linguistic and cultural diversity into classrooms. In Sweden, this has contributed to a multilingual school environment, in which newly arrived students navigate the new educational context through both a new language of instruction and their existing linguistic resources. This paper explores how two newly arrived students, in a Swedish primary school, engage in learning through Multilingual Study Mentoring (MSM). Drawing on a case study of the two students, the study examines how language learner agency and peer scaffolding emerge as involvement practices in Multilingual Study Mentoring sessions in Greek and within the mainstream classroom context. The findings highlight how support structures-established by the municipality, school, and educators-foster responsibility, belonging, and meaningful participation. By focusing on interactions including teachers, students and Multilingual Study Mentors the study shows how the students adapt, collaborate, and co-construct learning in ways that respond to their needs. The cross-chronotopic movement between the MSM room and the mainstream classroom also highlights the fluid and negotiated nature of involvement across multiple learning spaces. This paper contributes to a deeper understanding of student participation in multilingual education and sheds light on the underresearched role of MSM in the Swedish context.

El presente trabajo examina la búsqueda de materialización discursiva en El zorro de arriba y el zorro de abajo de José María Arguedas a partir del análisis de tres recursos formales: la ficcionalización de la oralidad, el uso de figuras retóricas y la hibridación lingüística entre el castellano y el quechua. Se entiende por tipificación la configuración de tipos sociales a partir de rasgos lingüísticos, proceso que en la novela determina tanto la visibilización como el ocultamiento de los sujetos interpelados, así como su relación con los territorios que habitan. El análisis propone que en la novela coexisten en pugna dos proyectos discursivos: uno prosaico, que purgando el quechua reduce a los hablantes a su función productiva; y otro que, mediante la poetización del habla y la preservación del quechua, convoca al interlocutor a un accionar comunitario. El habla como posible factor de unión y de escisión se lee como la tensión constitutiva del sujeto latinoamericano en un espacio de modernización violenta, y la novela como el testimonio formal de ese conflicto irresoluble.