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eproduced from Flemons Kristin, Bosch Michael, Coakeley Sarah, Muzamm

blindly mixing languagesmay not be beneficial.

udicious and purposeful code-switching, based onlearners’ needs and cognitive development, can benefit language learners

specific attitudes and perceptions of Iranian English language teachers

should have a good justification, and if it is done consciously and judiciously,it can benefit learners

create an inclusive and supportive learning environment.

even foradvanced learners, there are chances for code-switching

code-switching is used based on the learners’needs and language proficiency.

eachers may resort to code-switchingdue to learners’ cultural differences and cultural understanding problems.

Cultural concepts include beliefs, spirituality, language, ways of living and working,relationships, and identity.

Using the firstlanguage in this situation creates a better relationship with students

Building rapport is related to what one does or says to someone to improve relation-ships

use Persian to add emphasis on the complex language rules,

refuses to participate in discussions or communicate withother students due to a lack of proficiency

the way information is presented to students should be under-standable to students

the L1 equivalent of a given lexical item,

lack of learners’ competence in L2, accounting for 28.5%

avoiding misunderstanding is a factormentioned by 32.8%

the teachers’ perceived attitude ofcode-switching extracted from interviews.

80% agreement to determine inter-rater reliability.

the thematic analysis ofBraun and Clarke

The participants volunteered to participate in this study

0 English as a foreign language teachers,15 males and 15 females, from different private language institutes in Iran

There is a need for more research that focuses on the specific context of code-switching in English language classes

allowslearners to express themselves more freely

three main reasons: to explain complex concepts, for classroom management, andfor affective functions

potential draw-backs of unnecessary code-switching

judicious and purposeful code-switchingbased on learners’ needs and cognitive developmen

ode-switching has been viewed as bothhelpful and a deterrent

the use of two languages by teachers and learners inthe classroom is called code-switching

advanced learners, teachers pri-marily employed code-switching as a means to build rapport.

more inclined to use code-switching when working with low-proficiency learners.

teachers predominantly used code-switching to “avoid misunderstandings”

30 EFL teachers in Iran

The purpose of this study is to investigate the perceptions of English language teachers

The Truth About Stories leaves us with the hope that if we create betterstories—and stop believing dangerous stories—we can create a betterworld. Because the truth about stories is that we get the world we imagine,and in that sense, we get the world we deserve.

What difference does it make if we write for a non-Native audience or aNative audience, when the fact of the matter is that we need to reach both?(118)

As long as I dressed like an Indian and complained like an Indian, I wasentertainment. But if I dressed like a non-Indian and reasoned like a non-Indian, then not only was I not entertainment, I wasn’t Indian. (68)

Through my language I understand I am being spoken to. I’m not the onespeaking. The words are coming from many tongues and mouths of peopleand the land around them. I am a listener to the language’s stories, andwhen my words form I am merely retelling the same stories in differentpatterns. (2

Because language and identity are intertwined, dis-course on the value of multilingual communities isinherently important for diversity trainin

rs. The workshop activities invite partici-pants to become aware of cross-cultural nonverbalcommunication.

use, it is important toencourage an open forum for discussio

r, participants should also identify contextsin which it is appropriate to speak a language otherthan English.

the timeframe for social language acquisition isapproximately two years. However, the languageskills needed in the classroom are more demanding.Thus, the timeframe to acquire Cognitive Aca-demic Language Proficiency is approximately fiveyears or more

Participants of these activities better compre-hend how language processing takes tim

hot seat illustrates how it feels to switch back andforth between languages. W

We brainstormed suggestions to assist nativeEnglish speakers when communicating with ELLs:speak a little slower, pronounce clearly, repeat, andbe patient. I

speaking somewhat slower helps, but talkingloudly does not. M

r. I rewarded his ability to produce ideasand did not take off points for wordines

l, we continue to increase collaborationbetween the mainstream teachers and the Englishas a Second Language Department.

Iplace students in homogeneous language groupswhen the task is especially challenging, knowingthey may need to rely on their native language forsuccess. I prefer heterogeneous language groupsbecause students employ their communicationstrategies to speak English. Fin

, teachers can implement lessonformats that give students time to process theirideas, encouraging maximum participation. For

IGURE 1. Communication Strategies Used by New Language LearnersApproximation selecting a word close to the desired word; example: "assist" class for"attend" classWord Coinage creation of word; examples: "lunch pack" instead of "lunch bag" or "mymom is a good cooker"Circumlocution talking around the word or unsure of words; examples: "we went to therestaurant to get the food but didn't stay" instead of "carry-out" or "take-out" or "What is it when you . .. you know .. .?"Literal Translation translating the word from L1 to L2 (first language to second language);example: difficulty with idioms "beat around the bush" or translatingmolestar from Spanish: "Don't molest me!" instead of "Don't bother me!"Language Switch (or Code Switch) switching from one language to another; example: "you know el libro"Topic Avoidance changing topicMessage Abandonment stop talking, give up, frustratedMime use body language

were: they hadmuch to say but were unableto express it. Th

The letter restrictions create an experience that mim-ics speaking another language:

s. These exercisescreate empathy for our multilingual population andare designed for native English speak

ce. Increased sensitivity creates anatmosphere that encourages cross-cultural commu-nication and a cohesive, rather than divisive, multi-cultural community

Appreciating linguistic diversity fosters toler-ance and respect in our schools

population. When students and educators under-stand the processes of language acquisition, theyappreciate the language abilities of ELL students.

s, ELL students can feel marginalized.

r, many of my English lan-guage learning (ELL) students suffer from low self-esteem because they compare their language skillsto those of native English speake

They have no dread of the future no fear of want. A state of dependence is the only condition in which reciprocal affection can exist among human beings the only situation in which the war of competition ceases, and peace, amity and good will arise….

we have conclusive proof that liberty and equality have not conduced to enhance the comfort or the happiness of the people. Crime and pauperism have increased.

King translates to print the storytelling flair of indigeneous communitieswhile examining the role of stories in Native cultures. His acts ofstorytelling illustrate how stories have shaped and continue to shape oursocieties, our personal mythologies and our choices in life.

I observed each participant for 16 hours

collective instrumental case study design

CSwas a tool they used to manage social spaces and how they were perceived by others.

LatCrit critically examines how Latinés are marginalized

the purpose of this study was to explore the experiences of Spanish-English bilingualAfroLatina/o/é students

Research is needed to (a) deepen our understanding of AfroLatina/o/éexperiences,

codeswitch (CS), an action commonly practiced by multicultural studentsand scholars of color to achieve academic successes and belonging

only 334 out of 101,463 matriculated graduate music students identified asLatina/o/é

marginalization due to AfroLatinidad systematicallyderives from the constant negotiation of race, ethnicity, and language

two cross-casethemes: navigating and performing identity and codeswitching domains in academic andsocial spaces.

"It's a matter of positioning EL teachers to where they know their benefit and their expertise," she said.

that English learners bring with them assets and insights that benefit fellow students and teachers alike.

One of the challenges Marshall has found is a lack of curricular materials that are both rigorous and accessible for her English learners. The legend of symbols at the top were Marshall's own creation. Nationally, teachers working with English learners have said in surveys they too have struggled with finding appropriate resources.

Students read the speech aloud as Marshall called on them to highlight words and phrases and correctly mark them with a symbol. For instance, in the line "It pleases me because I must say this honor belongs to all the survivors and their children …" the students agreed that "pleases" connoted a positive emotion while the words "survivors and their children" referred to people.

The district has since urged all educators to embrace the research that shows the value of teaching language through academic content. "It's a difference from thinking about [English-learner instruction] as a remediation," said Marshall, who works primarily with newcomer students. "It's not a remediation. We can't wait until you're proficient in English before we start teaching you grade-level content."

To address these challenges, the Nashville district's staffing investment includes developing instructional-leadership teams at each school with coaches specializing in English-learner instruction. Funded through the district's Title III funds, federal dollars designated for supplemental support for English learners, the coaches provide feedback on how teachers implement strategy and make sure the co-teaching relationships are working smoothly

It's invested in hiring hundreds of EL teachers and paying existing teachers to get an English-learner endorsement, said Molly Hegwood, the executive director of the district's office of English learners.

The rapid growth of the English-learner population has been driven by several factors, notably more foreign-born students enrolling and immigrant families having more U.S.-born children. But the distribution of those students across school districts varies enormously, as do states' estimates of how many teachers are needed to serve those populations.

When Renee Wilson, an EL-certified teacher, applied to the district eight years ago, she was urged to join the Newcomer Academy to best utilize her skillset. Today, however, 1 in 5 students in the district are English learners, and one academy can't meet the demand.

estimated needing an 800% increase.

Khi một ngôi sao nặng gấp tám lần Mặt Trời trở lên đốt cạn nhiên liệu thì lõi của chúng không còn gì để chống lại lực hấp dẫn của chính nó

Neutrino là một trong những hạt cơ bản - những hạt không thể bị phân chia nhỏ hơn cấu thành nên thế giới vật chất - kỳ lạ nhất mà con người từng biết. Chúng không mang điện tích, có khối lượng nhỏ đến mức gần như bằng không, và quan trọng nhất: chúng gần như không tương tác với bất cứ thứ gì. Một hạt neutrino có thể xuyên thẳng qua một bức tường chì dày hàng năm ánh sáng (~9,5 nghìn tỷ kilomet) mà vẫn không hề có bất cứ sự "va chạm" nào. Chính vì sự lạnh lùng kỳ ảo ấy mà các nhà vật lý thường gọi chúng là những "hạt ma".

Một khi sinh ra, chúng bay đi gần như theo đường thẳng, mang theo nguyên vẹn thông tin từ nơi và thời điểm chúng ra đời, bất kể chặng đường có dài đến đâu, có nhiều vật cản đến mức nào.

siêu tân tinh

Neutrino là một trong những hạt cơ bản - những hạt không thể bị phân chia nhỏ hơn cấu thành nên thế giới vật chất - kỳ lạ nhất mà con người từng biết. Chúng không mang điện tích, có khối lượng nhỏ đến mức gần như bằng không, và quan trọng nhất: chúng gần như không tương tác với bất cứ thứ gì. Một hạt neutrino có thể xuyên thẳng qua một bức tường chì dày hàng năm ánh sáng (~9,5 nghìn tỷ kilomet) mà vẫn không hề có bất cứ sự "va chạm" nào. Chính vì sự lạnh lùng kỳ ảo ấy mà các nhà vật lý thường gọi chúng là những "hạt ma"

Khúc thụy du của muôn vàn vì sao

neutrino sinh ra từ các vụ nổ siêu tân tinh - những vụ nổ xảy ra khi các ngôi sao có khối lượng lớn kết thúc vòng đời của mình, trải khắp lịch sử của Vũ trụ.

Ngay lúc này, khi bạn đang đọc dòng chữ này, có hàng nghìn tỷ hạt vô hình đang xuyên qua cơ thể bạn mỗi giây. Phần lớn chúng đến từ Mặt Trời, từ chính Trái Đất dưới chân và bầu khí quyển trên đầu. Trong dòng thác hạt bất tận và huyền ảo ấy, có những sứ giả rất đặc biệt đã xuyên không mang theo lịch sử vũ trụ suốt hàng tỉ năm. Chúng là tàn dư của những ngôi sao đã chết rất lâu trước khi Mặt Trời của chúng ta được hình thành.

Một khi sinh ra, chúng bay đi gần như theo đường thẳng, mang theo nguyên vẹn thông tin từ nơi và thời điểm chúng ra đời, bất kể chặng đường có dài đến đâu, có nhiều vật cản đến mức nào.

Ngay lúc này, khi bạn đang đọc dòng chữ này, có hàng nghìn tỷ hạt vô hình đang xuyên qua cơ thể bạn mỗi giây

These AI systems can therefore cite studies (whether accurately or not), reference theoretical frameworks, and engage in what appears to be reasoned debate.

equivalent

deploys computational power no longer to enhance thinking but to suppress it

learning factories

The scholar who could once rely on the command of disciplinary knowledge now faces responses that sound sufficiently credible to non-expert audiences, including crucially, senior managers, governing boards, and the lay oversight bodies who must resolve these disputes.

Code-meshing offers an instructional framework that incorporates multiplelanguages into classrooms, interrogates notions of which languages are“correct” or “appropriate” within those spaces, and broadens how to approachwriting instruction for linguistically diverse students

, translanguaging pedagogiesencourage students to recruit all of their linguis-tic resources in literacy tasks, rather than separat-ing languages. Indeed, recent research has shownthat such pedagogies can support students in morecomplex literacy practices and cognitive tasks thanthey could accomplish monolingually

so a translanguagingpractice, code-switching maybe more familiar to readers thancode-meshing. Code-switchinghas garnered some uptake inschools, through the work ofWheeler and Swords (2006), andin the media, as evidenced bythe National Public Radio CodeSwitch project (https://www.npr.org/sections/codeswitch/2013/04/05/176351804/about-us) and the work of comedians Keegan Key andJordan Peele on the Comedy Central TV network(http://www.cc.com/shows/key-and-peele).

Written AAE use is normal for speakers of AAE.However, our current frameworks for writing use “eradi-cationist” and “appropriateness” assessment practices(e.g., “correct your grammar and spelling”) and terminol-ogy that describes AAE morphosyntax and phonology(e.g., “deletion of final consonant clusters, ” “the substitu-tion of [t] for /θ/”) as errors rather than as features of a dif-ferent dialect (Hankerson, 2023; Johnson & VanBrackle,2012). These practices can lead to bias against the use ofAAE in academic environments. This bias, in turn, canresult in lower scores on standardized writing tests andoveridentification of AAE-speaking students as having writ-ten language impairments. This bias can also further thestigmatization of AAE (Baker-Bell, 2013; Hankerson, 2023;Johnson & VanBrackle, 2012) by teachers and even byAAE-speaking students themselves who feel pressured todialect shift in academic settings

ritten language impairment can have long-lastingimpacts on academic and vocational outcomes, necessitat-ing early and accurate assessment of written language toidentify students for intervention (Juel, 1988; Puranik &Lonigan, 2012). However, most screeners and assessments(e.g., Larsen et al., 2013; Masterson et al., 2006) forwritten language disorders are normed on children thatspeak Mainstream American English (MAE).

The firstimplication is that children who speak a nonmainstreamdialect will be more likely to use features of their spokenlanguage in writing. Second, more than half of childrenwith spoken language impairments also have writtenlanguage impairments (Stoeckel et al., 2013). Teachersand speech-language pathologists (SLPs) must differentiatenonmainstream dialect use in writing from errors thatcould indicate clinical written language disorders.

verall, the majority of the studies documented the benefits of encouraging AAVE in instructional talk (e.g., Lee, 2006; Sealey-Ruiz, 2007); exploring with students scholarship about language ideologies and sociolinguistics (e.g., Godley & Minnici, 2008); using literature and popular culture materials written in AAVE or hybrid language texts (e.g., Lee); and teaching African American students to code switch both orally and in writing to promote meaning making and communication while maintaining their cultural and linguistic identities (e.g., Williams, 2006).

Concern about the linguistic complexity these students bring to the language arts classroom is a nationwide phenomenon

Rapid changes in student demographics and continuing underachievement of a disproportionate number of students from linguistically diverse backgrounds have increased the need for more critical attention from the research community and improved instruction for these students

the Black linguistics movement of Sinfree Makoni and colleagues has challenged the colonialist assumptions underlying orthodox notions of language, multilingualism, and native language through analysis of the linguistic experiences and practices of the peoples of South Africa and South America

Such research has brought out the implications of different literacies for educational participation and achievement as well as the important role of elite literate traditions in the development of dominant ideologies of language

linguistic and communicational foundations of human sociality and culture, emphasising the role of communicational co-operation in both child development and human origins and history

The relationship between language and culture has long been of interest in different world communities and intellectual traditions. In their close study of the communicational practices of non-Western societies and groups, currents of anthropological linguistics in the tradition of Franz Boas have shown the intimate bonds between linguistic and cultural practice as well as the unlimited adaptability of language and culture across different communities through human history.

cholars have now begun to take account of the new communicational diversities and complexities resulting from globalised patterns of social mobility, migration, and conflict, developing new sociolinguistic concepts (e.g., superdiversity) to address the disruption of traditional connections amongst place, people, and language.

Many strands of research in different academic disciplines, including linguistics, sociology, and anthropology, have thrown considerable light on the interconnections between language, society, and culture in interpersonal interaction as well as at the level of larger scale social organisation.

ot all linguistic varieties are equal in society's eyes, with those of elite groups, particularly within dominant nations, having the highest levels of prestige, whereas those of dominated and ex-colonial peoples and of working-class and ethnic minority communities within elite nations are often invisible or stigmatised

In this entry, some important links between language, society, and culture are noted as well as some of the insights gained through the study of those links.

anguage is generally considered as the primary communicational resource in social and cultural life and, consequently, the foremost communicational medium of children's socialisation

Main idea or supporting detail?

Table 1 shows the two parts side by side.

coupled finite element-discrete

Teachers ofAmerican Indian students must recognize that there arephonological, morphological, and syntactical differencesamong all tribal dialects. Respecting these complex languagesand making efforts to teach them, with the active collabora-tion on the tribal community, will go a long way to ensurethe academic success of American Indian students

Ethnic identity is twin skin to linguistic identi-ty—I am my language....! will no longer be madeto feel ashamed of existing. I will have my voice:Indian, Spanish, White.

Referring to these students as English EanguageLearners, honoring their original languages, and teaching ina culturally responsive manner could make an enormous dif-ference in the success these students have in our schools.

Anaya (1987) believes that.We must pass on to the present generation a seri-ous concern ahout learning to speak the nativelanguages of the state. Traditions rest within thelanguage. At the same time we are compelled tolearn English, not only to survive but to reachwider audiences with our writings. Language is atool we learn to utilize. We learn to use it toreflect on life, and that reflection becomes ourhistory, (viii)

We believe that teachers need to be prepared torelate to all racial and ethnic groups in order to maximize theachievement of every student.

In order to maximize learning with American Indian stu-dents today, teachers should know and understand the histo-ry of how Indigenous languages were treated in U.S. schoolsystems

Governments are spending more. A lot more

nvestments in postsecondary need to be in the 2.5%-4.5% range rather than in the 4-7.5% range as they did 20 years ago.

En ese contexto se cocinaba el caldo que terminó en el levantamiento obrero-estudiantil más grande que vivió la Argentina en su historia. El Cordobazo comenzó seis meses antes en Corrientes. Allí, en la Mesopotamia, se gestó la primera revuelta estudiantil de esa etapa. En diciembre de 1968, la concesión del comedor estudiantil de la Universidad Nacional del Nordeste, en Corrientes capital, fue adjudicada al hacendado Guillermo Solaris Ballesteros, un hombre muy conocido de la "oligarquía" provincial. Inmediatamente después de la privatización aumentó el valor del ticket por un almuerzo o cena en más de un 600%. Esto provocó que la gran mayoría de los 5.000 estudiantes de esa universidad ya no pudieran acceder a una comida decente por día. En marzo de 1969, cuando se reanudaron las clases, el centro de estudiantes llamó a boicotear al comedor.

Butthe bottom line it underscores is that educators should stop viewing NSEs and the students whospeak them as inferior.

mith recommends that schools shift from a “monolingual” approach focused solely on SE to a“translingual” approach that focuses on how people communicate across dialects.

Students who speak an NSE are often seen as less competent and capablefrom their very first days in school, and that’s a problem for everyone – the students, peers,teachers, schools, and society at large. S

NSEsare a reflection of culture, not of intelligence or academic potential, she explains.

Optimized messaging shifts choices towards plant-based food Animal welfare & food systems High Priority Dec 31, 2024 |Laura Thomas-Walters, Jacy Anthis, Joshua Tasoff |Targeted public-paper follow-up

24Evaluation priority (0-100): how strongly this paper is recommended for a Unjournal evaluation. Weighted for UJ prioritization — decision relevance, neglectedness, timing, methodology, and influence. NOT a rating of research quality. Evidence from scaling laws AI, technology & governance Lower Priority |EA Forum gpt-5.5 (codex headless, medium) crux: A deep critique of AI 2027's bad timelin... · 42% ▾ Details / Rate This is a highly influential OpenAI arXiv preprint on n

En Campo de Mayo, los rebeldes –liderados por dos coroneles– debían tomar la agrupación de infantería de la Escuela de suboficiales y la primera división blindada. Paralelamente, luego de la emisión de la proclama por radio, habría levantamientos en otras unidades militares y también entrarían en acción militantes peronistas –en su mayoría obreros– en diferentes puntos del conurbano bonaerense, fundamentalmente en Avellaneda, Lanús y Florida.

alle y Tanco habían juramentado rebelarse apenas fue derrocado Juan Domingo Perón en septiembre de 1955. Como otros 150 oficiales y jefes leales al líder justicialista habían sido detenidos después del golpe y alojados en distintos barcos para que no pudieran tener siquiera contacto con sus camaradas. En vísperas de Navidad, Aramburu y Rojas les concedieron la prisión domiciliaria siempre y cuando se quedaran en distritos periféricos, lejos de las ciudades.

In a landmark 2019 report, the group Health Care Without Harm calculated that the United States produces the greatest share of the world’s health care emissions and has the highest per-capita health care climate footprint.