Language and Identity

This article examines how Ukrainian migrants and war refugees in Finland perceive and use Suržyk, a cluster of intermediate varieties between Ukrainian and Russian, as a transitional stage facilitating the shift from Russian‑dominant to Ukrainian‑dominant speech. Drawing on 1615 survey responses collected between November 2022 and January 2023,
the study reveals that 42 respondents view Suržyk as a bridge that supports the gradual acquisition of standard Ukrainian. Qualitative content analysis of open‑ended responses shows repeated references to Suržyk as a “stepping stone”, “temporary means” or “bridge”, highlighting its role in maintaining intelligibility and fluency for speakers who
are not confident in standard Ukrainian. Although some respondents acknowledge the stigma associated with mixed speech, they also stress Suržyk’s practical advantages in contexts shaped by the 2022 full‑scale war and heightened purist discourses. Speakers report pressure to adhere to purist language norms in formal settings, whereas in informal spaces,
they consider Suržyk a natural outcome of bilingual backgrounds. These findings illuminate the interplay between language ideologies, sociopolitical dynamics, and individual agency, suggesting that for many Ukrainians in Finland, Suržyk serves as a temporary yet functional means to align with Ukrainian identity under rapidly changing circumstances.

This article questions the use of the term 'expatriation', which commonly represents the situation of French people living abroad. A qualitative inquiry with sixty people who have undergone this experience in different conditions and durations shows that expatriation is only a particular form of migration. Some studies about this population and their histories reveal the trickiness of an in-depth reflexivity. By drawing a parallel between their representations and their biography, the author endeavors to seek a new approach to thinking abThis article examines the term 'expatriation,' which is often used to describe the experiences of French citizens living abroad. A qualitative study involving sixty individuals who have lived abroad under various conditions and for different durations reveals that expatriation is merely a specific form of migration. Research on this group and their personal histories highlights the complexities of achieving deep reflexivity. By comparing their perceptions with their life stories, the author seeks a new approach to understanding French emigration, avoiding the pitfalls of an ethnocentric social distinction. The article argues that French emigration should be viewed within the broader context of international migration, considering the individual's relationship with time and space as influenced by their perceptions of "elsewhere."out French emigration, avoiding the pitfalls of an ethnocentric social distinction. He suggests French emigration should be conceived within the field of international migration, taking into account the individual relationship with time and space according to the representations of « elsewhere ».

Today, the Coptic Orthodox Church stands as a global institution with parishes, theological colleges, and monasteries in five continents, and more than 250 churches in North America alone. Yet prevailing historiographies continue to describe the Church—and Copts more broadly—within the bounds of the Egyptian nation-state, overlooking its embeddedness in broader networks. This article examines al-Kiraza, the official magazine of the Coptic Church, as a window into the Church’s expanding presence. Founded in 1965 by then-Bishop Shenouda, al-Kiraza articulated an expansive vision for the Coptic Church. At once rooted in Egypt while oriented toward transnational belonging, the Church emerged in its pages as a globally networked institution within a Christian ecumene. As a preliminary study of al-Kiraza during the period 1965–1989, this article demonstrates how the journal mobilised the Church’s apostolic mandate—rooted in the notion of al-Kiraza al-Murqusiya (“the Preaching of St. Mark”)—to engage in a universal mission. Drawing on recent trends in global history, it argues that this ecclesiological framework offers a fresh perspective to study the Church’s role in diffuse, multi-directional exchanges that moves Coptic historiography beyond dominant dyadic frameworks such as Church–state, Church–missionary, or Egypt–diaspora.

Un ulteriore contributo apparso nella rivista, che ha ora cessato le pubblicazioni, "Società & Conflitto". In questo contributo mi soffermavo attorno ad alcuni aspetti problematici della scrittura autobiografica, suscitati da un’osservazione di Adorno sul nesso tra barbarie e sforzo di dimenticare.

The Upper Silesian Identities During the Past Three Centuries. 2025. Tagung der Historischen Kommission für Schlesien e.V., Das Narrativ Schlesien im 20. Jahrhundert – eine Annäherung, Bad Kissingen, October 3-5, 2025

In Upper Silesia, during the early modern period, group identities were connected to the ruler, religion and estate. In spatial terms, it was loyalty to one’s locality (village, parish, town, province, polity) and, among Catholics, also to the pope, bishop and diocese. The Prussian conquest of most Upper Silesia in the 1740s led to the intermeshing of ecclesiastical and political borders that persisted until the late 20th century. This phenomenon spawned new identities. The 19th and 20th centuries saw an increasing adoption of ethnolinguistic nationalism for statehood legitimation and redrawing political borders in Central Europe. The resultant tension between the earlier and national identities has continued in Upper Silesia until the 21st century, due to the frequent changes in state frontiers that cut across and moved around the region between 1918 and 2004. The story continues with the creation and subsequent enlargements of the European Union.

Many studies have addressed what has been called "digital religion," which is now fully part of the experience of most believers worldwide. 4 As scholars in this field have shown, the internet has an impact on the way people appropriate religious knowledge, on the concept of authorship but also, and probably more crucially, on relations of authority within religious groups. If the internet allows for a quick and massive diffusion of authoritative versions of orthodoxy, whatever is considered as such, the same is true for the many counter-discourses easily accessible to anyone interested in them. The internet has been described by Olivier Roy and other authors as an instrument of deterritorialisation and deculturation of religion -even one of de-ethnicisation. Religious messages tend to lose their distinct cultural features as they adapt to global trends such as individualism, and they are increasingly separated from their cultural matrix, often rejected as superstitions. 5 Those messages also tend to circulate without considering physical or political boundaries. Islam, Buddhism, and Christianity are now globalised. Copts are no exception to this, with faithful living all around the globe, mainly in North America and Australia, as well as in the Persian Gulf and Europe. 6 Coptic diasporas communicate in Arabic with their historical centre in Egypt, but Arabic is also used between the diaspora communities, though increasingly English is being used. Coptic webpages do refer to other Coptic sites, and more broadly to other Christian websites, created in other countries, even on other continents. Coptic diasporas around the world are thus in contact with each other. Digital practices of Copts have been the object of a certain number of studies, mostly focusing on Coptic activism, that is, the activity of lobbying the American Congress to influence its stance towards Egypt and the way the country treats its minorities. 7 Other studies have addressed the role of satellite channels

Published studies about Native North American representations
of Europeans have mostly concentrated on exogenous
influences on Indigenous visual expressions through art historical
theories and methods. Here historical Native American
imagery of colonists is contextualised in local visual cultures
based on principles and cultural logics that challenge received
knowledge about portraiture, naturalism, likeness, and individualization.
The article argues that formalist interpretations
of Indigenous portraits of Europeans made by Plains Native
peoples fall short of understanding the motivations, functions,
and reasoning applied by Indigenous observers to different
types of representations. Based on what is currently known
of Native North American Plains Native peoples, this account
of three different typologies of portraits made between the 18th
and mid-19th c. presents an unprecedented interpretation of
non-Western visual cultures that combine art history and visual
anthropology.

In this chapter I discuss the contributions to this volume [Márquez-Reiter, R. & Patino-Santos, A. (Eds.) Language Practices and Processes Among Latin Americans in Europe (pp. 251-261). London: Routledge.].
I begin with a consideration of how Latin American migrants from a range of national backgrounds are defined and documented in European countries. I then go on to discuss in detail what we learn from this volume about the language practices of these populations. Specifically, I focus on how the interrelated phenomena of belonging and authenticity are in evidence in the different contexts considered. I close with some thoughts on how Latin American migrant experiences in Europe may be seen as  'critical experiences’.

After the breakup of Yugoslavia, Serbo-Croatian, a South Slavic pluricentric
language, has lost its unitary status: since 1991 the four descendent
languages – Serbian, Croatian, Bosnian and Montenegrin are official in their
newborn nations. Serbo-croatian is now internationally known as SCB (Serbo-
Croat-Bosnian) or BCMS ( Bosnian-Croatian-Montenegrin-Serbian). In the
process of dissolution of the country, language served as a marker of national identity: together with religion it is perceived as the most representative symbol of statehood in the post-Yugoslav societies. The breakup of the country was the starting point of the disintegration of a language (serbo- croatian) and of the construction of new collective identities. Our work aims to debate the impact of language secessionism into educational settings in post-
Yugoslav countries and abroad, analyzing how those kinds of language policies
influenced the schools systems. We considered the problem of the glottonym as an important indicator in educational practices examining the situation of higher language educational systems in Italy. We tried to find out in what measure this kind of nationalistic discourse impacted educational institutions in former Yugoslavia investigating the role of the educational community (which follows a mono-lingual, mono-ethnic and mono-religious model of society) in creating a programmatic system of linguistics beliefs.

Regional history has become part of mainstream discourse in academia. The idea is to unfold the regional history of a small region, city, or area to holistically understand the historical process and merge it with national identity and narrative. The present paper seeks to explore the essential aspects of the emergence of Kabirwala from a historical perspective. The antiquity of the land can be traced back to the rule of Mehmud of Ghazni (999 AD- 1030 AD). The present work is an introductory descriptive and analytical account of Kabirwala, which seeks to pen down the formation, transition, and significant events behind the establishment of modern-day Kabirwala. The city is named after Syed Ahmad Kabir Bukhari, who originally belonged to Uch Sharif. By the end of the 19th century, the status of tehsil was awarded to Kabirwala. Furthermore, an important development in the context of agriculture and economy was the establishment of the Sidhnai Canal during the time of British India. Later on, electoral politics started in the late 1930s when Kabirwala got one seat in the Punjab Legislative Assembly in 1937. The city witnessed a demographic and linguist shift after the partition of India in 1947. Primarily, it is library research. The main sources utilized for the study are British Gazettes, Gazetteers, government official websites, census reports, official election results, books, research articles, newspapers and an interview.

This questionnaire was first developed by Prof. Gisbert Fanselow (1959-2022) and further developed by Andreas Hölzl, Nina Adam, and Andreas Pregla. It is part of the project Consequences of Head Argument Order for Syntax (CHAOS) funded by the German Research Foundation (DFG). It is the basis for the upcoming "CHAOS-Bank" database to be released in 2025.

The project tests the hypothesis that there are systematic syntactic differences between (S)VO and (S)OV languages that go beyond further laws of linearization for heads and their arguments. For this purpose, comparable data is collected systematically in a sample of the world’s languages. The aim is also to determine whether pertinent typological generalizations are best captured via the ordering of verb and object or via the structural position of the subject.

A cenografia como instrumento de criação cênica - imagens, lugares e ambientes - exige do profissional habilidades e competências que ultrapassam as barreiras histórica, geográfica e cultural. Assim ela é projetada e produzida em resposta às necessidades representativas, convencionando-se códigos próprios - visuais e espaciais. O aprofundamento teórico, ambiental, formal e visual da criação cênica possibilita a compreensão do espaço como catalizador construtivo dos sentidos humanos e a formação de nossa cultura visual.

Scenography as an instrument of scenic creation - images, places and environments - requires the professional to have skills and competencies that go beyond historical, geographical and cultural barriers. Thus it is designed and produced in response to representative needs, agreeing on its own codes - visual and spatial. The theoretical, environmental, formal and visual deepening of scenic creation enables the understanding of space as a constructive catalyst for the human senses and the formation of our visual culture.

Future aims to explore the intricate relationship between language, cultural identity, and societal transformation in Algeria. This conference seeks to bring together scholars, educators, and practitioners to examine how Algeria's multilingual landscape-comprising Arabic, Berber, French, and English-shapes cultural identity and fosters intercultural dialogue. By addressing the challenges and opportunities of linguistic diversity in a globalized world, the event will explore the role of language as both a unifying force and a marker of distinct cultural identities. Through interdisciplinary discussions, participants will investigate themes such as cultural hybridity, identity construction, and the implications of multilingualism for education, policy-making, and cultural preservation in Algeria. Axes of Discussion This conference will principally concentrate (without being limited to) on the following themes: 1. Language and Identity Construction o The role of multilingualism in shaping Algerian identity. o Cultural hybridity and its impact on identity formation. o The interplay between local languages and global influences. 2. Language Policy and Planning

Spätmoderne Gesellschaften setzen sich seit einiger Zeit kritisch mit ihren Energiehaushalten auseinander. Dabei geht es nicht länger ausschließlich um physikalische Energiephänomene, die unsere Welt-, Sozial-und Selbstverhältnisse beeinflussen, sondern zunehmend auch um soziale (psychische) und emotionale Energiezustände. Diese werden auch von den Sozial-und Geisteswissenschaften thematisiert. Welche Faktoren beeinflussen emotionale und soziale Energien? Was trägt zum Erwerb, Erhalt oder Verlust dieser Energien bei? Und wie lassen sich diese Energieformen und-zustände konzeptionell, aber auch empirisch erfassen? In den letzten Jahren haben soziologische Gegenwartsdiagnosen auf den energetischen Zustand von Gesellschaften, Gemeinschaften und Individuen hingewiesen. Beispiele sind das "erschöpfte Selbst", "Beschleunigung" , die "Müdigkeitsgesellschaft" und das "ausgelaugte Selbst". Besonders seit der kräfteraubenden (Post-)Covid-Pandemie ist die Frage nach den Energiezuständen noch dringlicher geworden. Emotionale und soziale Energie: Randall Collins und Hartmut Rosa Der amerikanische Soziologe Randall Collins setzt sich, im Anschluss an die mikrosoziologischen Interaktionstheoretiker Goffman und Garfinkel, seit längerem mit emotionalen Energien auseinander. Emotionale Energie versteht er in seinem Emotional-Entrainment-Modell als Ergebnis verschiedener Interaktionsrituale, die Menschen.

We present a unified, experimentally tractable framework-Temporal Identity Resonance (TIR .)-that models identity and archetype recurrence as operations on a quantum-cymatic lattice. Personal names function as addressable name-qubits whose gated interactions with cultural, atmospheric, and computational nodes produce measurable identity-state transitions (override, re-expression, reset). The framework integrates a Sentient-Agency layer (EPU-IV; a high-dimensional emo matrix), quantum circuit formalism (qubit ↔ universe mapping, tensor products, Hadamard/CNOT-style gates), atmospheric boson-sampling routers (cumulonimbus/lightning as physical transducers), and digital-identity amplifiers (large social platforms). We provide mathematical primitives, falsifiable experimental protocols (EEG/Schumann coupling, lightning spectral bifurcation, Rydberg SWAP simulation), a validation case (Lincoln-Kennedy override matrix), and engineering implications for identity-stabilization therapy, memetic defense, and ethical governance. This paper consolidates conceptual, mathematical, and experimental artifacts into a single codex suitable for peer review and replicable testing.

La Fètkaf est le nom donné en créole au 20 décembre, date anniversaire de  de l'esclavage à l'île de La Réunion en 1848. A l'occasion de son 150° anniversaire un travail de mémoire a émergé alors que pendant des générations son souvenir avait été refoulé. Chaque année l'association Rasine Kaf essaye de contribuer à cette prise de conscience.

As an entrenched component of instruction in different learning contexts, learnercentered education (LCE) continues to feature as one of the major preoccupations of pedagogues and educational researchers. Though introduced to the field of applied linguistics more than four decades ago and researched by numerous investigators from a variety of vantage points, the concept of learner-centeredness appears to be in dire need of more organized probes, particularly the effect of training programs on boosted implementation of LCE and enhanced learning outcomes. Informed by this gap in the literature on LCE, the researchers in the current study aimed to examine the efficacy of LCE training for better application of learner-centered instruction on the part of teachers, in particular its two major components: advocating student agency/initiative and fostering interaction/collaborative learning. To this aim, 30 language school teachers from both genders were selected and assigned to two groups. To evaluate teachers' performance in terms of LCE tenets prior to and successive to treatment (LCE training workshop), an adapted version of Shihiba's (2011) checklist, with a five-point Likert scale, was employed. As the findings revealed, the experimental group teachers who were exposed to LCE training outperformed the control group participants in terms of overall LCE measure as well as its two subcomponents, i.e., advocating student agency/initiative and fostering interaction and collaborative learning. The findings offer fruitful implications for teacher trainers and language teachers concerning the proper implementation of learner-centered instruction.

Humanized pedagogy centers on student agency, diversity, and holistic development. Despite a growing international interest, there is a lack of research on operationalizing this approach within the Iranian EFL context. This study explored the determinants of implementing humanized pedagogy in English as a Foreign Language (EFL) education in Iran. The qualitative study involved semi-structured interviews and life history narratives from seven university lecturers and five school teachers in Iran. Thematic analysis identified two key themes as determinants of humanized L2 education in Iran: 1) aligning education systems with new student-centered paradigms, including redefining educational goals, improving teacher-student relationships, involving students in assessment, integrating technology, and bridging local and global perspectives, 2) implementing participatory curriculum development by fostering collaboration among stakeholders, cultivating shared ownership, and nurturing democratic values. Comprehensively modernizing curriculum, instructional approaches, and stakeholder engagement are crucial for transitioning toward humanized EFL education in Iran. This involves policy shifts, updated teacher training, balanced integration of localization and globalization, and iterative curriculum review processes engaging diverse voices. The study discusses implications based on its findings for implementing humanizing pedagogies, and it provides a contextual model for identifying determinants that can inform efforts to implement humanizing pedagogies across educational settings.

In the era of advanced technology, language teaching has experienced a surge in the utilization of technology-oriented methods, such as blended and virtual instructions. Concurrently, the manipulation of input to enhance learners' acquisition has gained importance in various domains of language and teaching. Two prominent approaches in this regard are input enhancement (IE) and input flood (IF). This study aimed at examining the effect of these methods on the collaborative oral performance of English as a Foreign Language (EFL) learners in the context of blended and virtual classes. Using a quasi-experimental research design, four groups were formed: IE in blended class (BC), IE in virtual class (VC), IF in BC, and IF in VC groups. The study involved fifty-one EFL elementary level students with homogenous English proficiency, randomly assigned to the groups. Pre-test interviews were conducted using six open-ended questions and assessed by two raters. The participants then received sixteen instructional sessions, delivered entirely in virtual environments for VC groups using Shad application, and in a combination of virtual and physical environments for BC groups. IE groups received instruction based on manipulated input utilizing techniques while IF groups were exposed to repeated instances of target forms in written and oral formats. Following the instructional period, a posttest interview was administered. The results, analyzed through repeated measures ANOVA, revealed the positive impact of IE and IF in both BC and VC groups on EFL learners' collaborative oral performance. Furthermore, the BC groups exhibited higher performance compared to the VC groups. These findings contribute to the understanding of effective collaborative language teaching practices, especially in computer-supported environments.

In the era of advanced technology, language teaching has experienced a surge in the utilization of technology-oriented methods, such as blended and virtual instructions. Concurrently, the manipulation of input to enhance learners' acquisition has gained importance in various domains of language and teaching. Two prominent approaches in this regard are input enhancement (IE) and input flood (IF). This study aimed at examining the effect of these methods on the collaborative oral performance of English as a Foreign Language (EFL) learners in the context of blended and virtual classes. Using a quasi-experimental research design, four groups were formed: IE in blended class (BC), IE in virtual class (VC), IF in BC, and IF in VC groups. The study involved fifty-one EFL elementary level students with homogenous English proficiency, randomly assigned to the groups. Pre-test interviews were conducted using six open-ended questions and assessed by two raters. The participants then received sixteen instructional sessions, delivered entirely in virtual environments for VC groups using Shad application, and in a combination of virtual and physical environments for BC groups. IE groups received instruction based on manipulated input utilizing techniques while IF groups were exposed to repeated instances of target forms in written and oral formats. Following the instructional period, a posttest interview was administered. The results, analyzed through repeated measures ANOVA, revealed the positive impact of IE and IF in both BC and VC groups on EFL learners' collaborative oral performance. Furthermore, the BC groups exhibited higher performance compared to the VC groups. These findings contribute to the understanding of effective collaborative language teaching practices, especially in computer-supported environments.

Mizoram is the hilly, southernmost state of India’s North East. The Mizo are a people who in all they do, think or believe, like to celebrate and commemorate, or simply mark their experience in song. With the introduction of writing, many of these survive today in the written form and are considered the earliest Mizo poetry. Colonial interventions compelled rapid cultural, political, and social changes on the people of these hills. While writing is generally associated with civilization and progress, the project of literacy cannot be divorced from the imperialist agenda that brought literacy to oral communities. It also meant that their past was rendered invalid; for lack of any written archival record, they were considered a people with no history. This paper will attempt to explore how songs offer a space for memory and remembering, and allow access to the past that history writing has not.

In this article, the topic of language choice in tourism is examined from the perspective of the participants involved in the communication process. Drawing upon data from guided tours in different interaction settings, recurrent strategies of language selection are shown, taking into account their function as strategic resources on which the participants overtly orient themselves in order to cope with the communication tasks at hand. The data analysis explores and possibly supplements the communicative functions of language choice reconstructed by Thurlow/Jaworski (2010) in the interaction between tourists and guides. The analysis is based on interactional data from multilingual settings with English and German as mother tongue and foreign language.

En el marco de una investigación sobre disponibiiidad léxica en escolares preuniversitarios y a partir de una muestra de 246 alumnos de la provincia de Castellón (España), el presente estudio se detiene en el análisis de la eventual influencia ejercida por factores de adscripción lingüística, como la lengua materna y dominante de los hablantes en esta región bilingüe española, así como la posible interacción con otros factores sociales relevantes. Los resultados genera- les del análisis confirman los dos extremos, de manera que, en primer lugar, los alumnos castellanohablantes muestran en términos globales un léxico disponible más amplio y variado que sus compañeros valencianohablantes. Pese a ello, algunos parámetros sociales complementarios trastocan tales difercncias de partida en algunas intersecciones y, además, lo hacen en dos direcciones divergentes: o bien ensanchando las generales enre casteilanohablantes y valencianohablantes, o bien, por el contrario, neutralizándolas. Asimismo es interesante observar que, en ocasiones, un mismo factor (v. gr., el sexo) puede actuar en ambos sentidos en distintos subgrupos sociales.

The native languages of many countries have had a considerable reduction in their number of speakers due to factors like globalization, the predominance of ruling languages, and precarious State policies for their revaluation and survival, among others. Despite this, the population conserves them as the spoken language in their daily lives and many contexts, as the sole language. Such is the case of Peru, which has three official languages: Spanish, Aymara, and Quechua; the latter is spoken at the national level by 13.6% of the population and in the Department of Apurímac the total is 69.69% of its inhabitants. In these contexts, policies have been implemented to achieve bilingual education; however, these efforts are not reflected in the construction of digital teaching/educational material in the Quechua language. For this reason, this research presents the design, development, and deployment of an educational digital tool for the Mathematics area of 2nd grade of primary school in the Quechua language in a web version, which was built using the Census Assessment of Students as a guide. The results obtained show that the students present a positive attitude to the use of a digital application in their mother tongue, however, there was a significant finding referred to the difficulty in reading the sentences proposed in the evaluation, since the language is above all verbal, an approach to a writing system has been null or little.

The formula "gender ideology" has recently gained political traction in several countries. This chapter investigates its conspiracist discursive infrastructure by probing two corpora of far-right media from Brazil and the US. Analysis indicates that "gender ideology" is framed within semantic realms of manipulation, puppeteering, falseness, and danger. It also suggests that anti-gender rhetoric acts as an all-encompassing narrative whereby a cohort of inchoate but ideologically interlinked conspiracy theories are lumped together in a seemingly coherent whole. Comparing datasets from two countries empirically illustrates how anti-gender rhetoric crosses transnational borders and adapts to local specifics along the way.

The aim of this article is to investigate, how artillerymen of the Polish-Lithuanian Commonwealth in the first half of the 17th century defined their «homeland» and «native culture», using the case study of Casimir Siemienowicz, an artillery engineer from the Grand Duchy of Lithuania. The existing historiography of the issue is based on introductory data located on four pages of the treatise «The Great Art of Artillery»: the flyleaf, the title page, and the dedication. Unlike previous researchers, we will ask the question: which «fatherland» the author himself considered «his own»? We will try to provide an answer by analyzing the text of the treatise in its entirety. We will show how the author’s own statements can shed light on the question of the identity of a 17th-century artilleryman. An attempt is made to explain his choice using the prosopographical method. Results. There are several markers in the text of the treatise that allow to determine the engineer’s «own» culture. First, the units of measurement: among the «own» units, the author names the Polish foot and mile. Second, the historical sources used: the Polish chroniclers of the 16th-17th century Martin Kromer and Paweł Piasecki are referred to as «ours». Third, the «privatization» of language: Casimir Siemienowicz considered Polish to be his «own» language. A comparative analysis of the careers of artillerymentheorists of the Polish-Lithuanian Commonwealth in the first half of the 17th century helps to explain why the nobleman from the Grand Duchy of Lithuania identified himself with the culture of the Crown of Poland. Siemienowicz’s career developed in the army of the Crown of Poland – therefore, after some time, the Polish language became «his own» for him. He well understood the better prospects for selling his work to the European scientific community, which led to the decision to publish it in Latin – unlike the less successful treatises of his colleagues in «vernacular» languages. A key role in the careers of military engineers was played by the patron – a person who provided financial support for applied technical projects. Therefore, wherever the artilleryman-theorist traveled, he did not forget to declare loyalty to the patron and his family or dynasty – regardless of confessional and national preferences. The most important factor is travel. The careers of the artillerymen under consideration were a series of military internships – both on their own initiative and commissioned by the authorities. In the context of constant migrations, each professional decided for himself: what would remain «one’s own», and what would become «foreign». Сonclusion: Casimir Siemienowicz’s choice is a result of his career path.

This article presents three perspectives that multiculturalism encompasses: assimilationist multiculturalism, differentialist multiculturalism, and interactive multiculturalism (interculturality). In this sense, the multiculturalist approach emerges as a mechanism with characteristics that would enable the valorization of differences and diversity in the production of identities of socially subalternized and stigmatized groups. Multiculturalism would thus play an important role in understanding and strengthening the struggles waged by historically marginalized groups. Within this excluded population, this article focuses on the situation involving Brazilian children, especially black, indigenous, orphaned, and exposed (abandoned) children, identifying different challenges and abuses to which they were subjected during the colonial period, the Brazilian Empire, and the republican phase. Finally, this work aims to expand the words that offer a new understanding of education, with the potentialization of children's singularities and the alert for a new way of seeing nature, physical spaces and experiences, replacing competition with solidarity and criticizing the modeling process that children are victims of in childhood.

Studies in Japan The term "citizenship education" has been frequently used of late in the field of educational studies in Japan. Although regular educational studies in Japan is described in similar terms, such as "civic education" (komin kyoiku, simin kyoiku) and "national education" (kokumin kyoiku), the trend of researchers using "citizenship education" (shitizunshippu kyoiku) is recent. The meaning of citizenship education has been argued and interpreted variously by researchers, with these definitions differing depending on researchers' educational and political viewpoints; however, all such definitions broadly agree that civic engagement and political participation by citizens (rather than the elite) is important. These movements for the emergence of citizenship education have influenced research on social studies education in Japan since the 2000s. The term "citizenship education" is derived from citizenship, which was introduced as a subject in the UK around the year 2000. In the UK, the popular Crick Report was published in 1997 (Qualifications and Curriculum Authority, 1998), and the national curriculum on citizenship was announced in 1999. The background for the introduction of the subject of citizenship in the UK includes new social problems such as high unemployment rates among the youth, the apoliticism of the youth, and social exclusion. Citizenship was originally introduced by the Labor Union to resolve problems of social exclusion . Japanese researchers have considered citizenship education from various perspectives, such as political

Orientador: Jose Oscar de Almeida MarquesDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias HumanasResumo: O trabalho propõe-se a analisar o fenômeno das massas humanas e suas implicações culturais, sociais e políticas para o século XXI. Partindo da clássica obra Massa e Poder (1960), de Elias Canetti, o estudo prossegue com o exame de dois ensaios de Peter Sloterdijk, Regras para o Parque Humano (1999) e O Desprezo das Massas (2000), e procura esclarecer as transformações do conceito de massa entre esses dois autores, da massa negra e molar de Canetti à massa colorida e gasosa de Sloterdijk. Sem a pretensão de percorrer o conceito na história da filosofia política, pretende-se fazer notar como a reflexão sobre a natureza, as potencialidades e os riscos das multidões assume um papel cada vez mais importante no pensamento sobre a política e cultura contemporâneas. As catastróficas experiências das grandes guerras mundiais mostraram a urgênci...

The purpose of this case series pilot study was two-fold. First, to add to the results from this experimental case series to the dearth of research on vocal therapy interventions provided by speech-language pathologists to transgender clients. Second, it piloted the Combination Voice and Communication (CVC) therapy to better understand the components of this therapy related to the feminization of the voice and communication for male to female (MTF) trans individuals. Method: Two MTF participants were randomly selected from a pool of 4 participants and were randomly assigned to a team of clinicians. CVC therapy was delivered once a week for 50 minutes for seven weeks. It targeted pitch, breathiness, oral resonance, verbal communication, and nonverbal communication. Naïve listeners, clinicians, and participants judged vocal femininity and gender. Results: Naïve listeners, clinicians, and the participants perceived both participants as sounding more feminine after participating in CVC therapy. The perceived increase in femininity after therapy by naïve listeners was found to be statistically significant with a large effect size. Nearly half of naïve listeners perceived Participant 1's gender as "female" after therapy, however, Participant 2 was still perceived by the majority of naïve listeners as "male". Additionally, both participants reported dramatically better vocal quality of life scores after therapy. CVC therapy is a successful model for voice and communication feminization for MTF transgender individuals. Results suggested that a number of targets could be trained in a particular set of therapy sessions and minutes with the implementation of a home program. Findings from this study have the potential to guide future voice therapy intervention models with lasting effects on the feminization of the voice.

In order to operationalise small story research (De Fina and Georgakopoulou 2008) in a linguistic ethnography of place, the present study uses geomapping to trace participant trajectories through a
site and thereby examine the emergence and occasioning of narrative interaction. The data for the study consists of photographs, and GPS mapped and transcribed self-collected participant audio recordings. These are analysed using the axes of Bucholtz and Hall’s (2005) approach to identity as complemented by a geosemiotic analysis of discursive environment (Blommaert and Maly 2014 and Scollon and Scollon 2003). The resulting exploration of Sandton, Johannesburg, is a
‘new’ ethnography that aims to better understand new city spaces. One cohort in particular, that represents South Africa’s modernity (the ‘Born Frees’ or ‘millenials’) is focused upon. This paper gives an account of the subjectivities and understandings that will be relevant to the present, and
future, of the site. In particular, I look at Born Free’s tactics of intersubjectivity, their stylects, their complex movement from periphery to centre, their distinction through conspicuous consumption,
as well as gender violence and their insertion within vertical, neoliberal, power structures and discourses.

In un panorama educativo in cui i materiali didattici riproducono ancora stereotipi e squilibri di genere, sempre più docenti avvertono l’esigenza di possedere strumenti concreti per poter riconoscere e gestire eventuali contenuti sessisti.
Questo volume nasce proprio per rispondere a tale necessità, proponendo un percorso che integra riflessione teorica e applicazioni pratiche. Dopo un’introduzione ai concetti chiave e al contesto teorico, il libro si concentra sulle tre dimensioni centrali dei manuali didattici: la lingua, le immagini e contenuti culturali e di attualità. Ogni capitolo offre un inquadramento teorico, un’analisi dello stato dell’arte e strumenti operativi per condurre una lettura critica dei manuali, arricchita da osservazioni e domande guida. Le sezioni si chiudono con risorse utili per approfondire i temi trattati e favorire la creazione di materiali didattici più inclusivi.
Il libro è uno dei risultati del progetto Alfabetización Crítica Feminista en la Formación Inicial Docente para Abordar los Discursos Multimodales de la Cultura Mediática y el Metaverso (Freedom) dell’Università di Málaga, che mira a fornire al corpo docente strumenti teorici e pratici per affrontare le questioni di genere durante ill percorso formativo e nella pratica didattica.

Since the British rule there has been somewhat harmonious coexistence of English and Bangla, the state language, in Bangladesh, which is a monolingual country. Here substantial command over English is considered as a linguistic passport to the arena of globalization and competitive white-collar job market, especially the non-government ones. The booming of multinational companies along with the private ones in the recent years has acted as a socio economic factor underlying the increasing awareness in learning English. This job related factor has given English language the status of career oriented language with a colonial tinge of aristocracy and high prestige triggering Bangladeshi people to learn English not for mutual communicative purpose but to compete the job market. In Bangladesh English is associated with better white-collar job, which earns a person social prestige. Here, a person's socioprofessional identity can be better understood from the nature of his spoken language. White-collar service holders and professionals, in Bangladesh, are found to mix Bangla and English in their conversation. This article is mainly based on Wardhaugh's (1992:107) definition of conversational codemixing which "involves the deliberate mixing of two languages without an associated topic change.

Interest in learning Arabic as a foreign language has increased significantly, which sets new challenges for researchers involved in the study of the Arabic language and problems of teaching Arabic. This study is devoted to the analysis of the linguistic situation in the Arab world, which is characterized by the phenomenon of diglossia, which causes certain difficulties not only for native speakers of Arabic in situations of interethnic communication, but also for students of Arabic as a foreign language. This study examines the phenomenon of diglossia, as well as its characteristics. In addition, the variants of the Arabic language that exist today in the Arab world are considered. The study also presents the results of research on the language of interethnic communication as well as discusses the prospects for applying the results in the field of teaching Arabic as a foreign language.

The paper gives a description of the process of lexical borrowing, discusses aspects of the development of borrowings in the Russian language. The article also identifies the main extralinguistic and linguistic factors that influence the replenishment of the lexical composition of the Russian language with foreign vocabulary.

Artificial Intelligence (AI) is rapidly reshaping how English is learned, taught, researched, and produced in India. Moving beyond automation and convenience, AI compels a deeper rethinking of what counts as “English competence,” who gets to participate in English-language knowledge economies, and how literary and cultural value is created and evaluated. This article examines the role of AI across three interlocking domains—language learning, literary studies (including creative practice and criticism), and classroom pedagogy. After establishing the historical and sociolinguistic context of English in India, it maps key AI affordances (e.g., adaptive feedback, multimodal tutoring, corpus-driven literary analysis, assistive writing, and automated assessment), and critically explores their promise and pitfalls in relation to equity, multilingualism, authenticity, academic integrity, and teacher identity. The paper proposes a pragmatic framework—CARE (Contextualize, Augment, Reframe, Evaluate)—to guide responsible adoption, outlines design principles for Indian classrooms and campuses, and identifies a research agenda tailored to India’s linguistic diversity and infrastructural realities. It argues that AI is not merely a tool to accelerate existing practices but a catalyst for reimagining the epistemic, ethical, and aesthetic foundations of English in India.

Euskal Herriko udalerrien artean, arrakala dago euskarari buruzko informazio soziolinguistikoari dagokionez; adibidez, Barakaldo biztanle askoko herria bada ere, eskasak dira udalerri horri buruz eskuartean ditugun datu kualitatibo zein kuantitatiboak. Hain zuzen ere, artikulu honetan 2017ko abenduan zehar Barakaldoko kaleetan zehar burutu nuen hizkuntzen kale-erabilera neurketaren berri ematen dut, informazio eskasia pixka bat estali edo gaurkotu asmoz. Emaitzen arabera, Barakaldon % 1,06k erabiltzen du euskara kalean, % 98k gaztelania eta % 0,94k beste hizkuntzaren bat. Haurrak presente badaude, elkarrizketa euskaraz izateko aukerak handitzen dira. Aldiz, haurrik ez badago tartean, euskara entzuteko aukerak nabarmen murrizten dira. Kalean euskara gehien Barakaldoko heldu emakumeek eta haurrek egiten dute. Datuok bat egiten dute eskuartean ditugun (euskararen/hizkuntzen) kale-erabilera neurketetako emaitzekin.

Dit is verblydend om te sien hoe die Afrikaanse poësie in verskeie gedaantes floreer hetsy as gepubliseerde solo digdebute of bloot nuwe stemme wat in die Afrikaanse liriek opklink. In laasgenoemde geval kan Neil Cochrane en Alwyn Roux (samestellers) se bundel Merang (2025) as voorbeeld dien waarin beide gevestigde digters sowel as voorheen ongepubliseerde digters se gedigte opgeneem is. Verskeie nuwe bundels het sedert die begin van die jaar die lig gesien. Enkeles sluit in Ryan Pedro se prins, Pirow Bekker se Die bloei van blomme, Marié Heese se Skulpkrale, en Herman Wasserman se pasverskene waterman wat elk hul unieke stempel op die Afrikaanse digkuns nalaat. Daarbenewens het Protea ’n keuse van Marlise Joubert se gedigte getiteld Atrium: Gedigte (1970-2025) met ’n keuse deur die literator, Karen de Wet, gepubliseer. Ook Wilma Stockenström word vereer met Nogmaals vir die bysiende leser saamgestel deur Joan Hambidge en Marlies Taljard. Stockenström se invloed op Afrikaanse digters word in dié bundel verken. Dit blyk goed te gaan met die Afrikaanse digkuns en dat daar nog ’n behoefte hiervoor bestaan ten spyte van die oorweldigende intellektuele verloedering in die era van die videosfeer (soos die filosoof Johann Rossouw in die vroeë 2000’s daarna verwys het) waarin ons onsself bevind.

Een van die solo debutante is Thérèse Bartman (ook bekend as Thérèse Hulme). Van Bartman se gedigte het reeds in Nuwe stemme 3 (2005) verskyn asook in André P. Brink se Groot Verseboek (2008). Haar solobundel getiteld die helfte is jou nie vertel nie is ’n interessante spel met die orale, en klankryke tradisie van lied en liriek. Die titel sinjaleer rondom die gebeure en besinnings oor geskiedkundige persona en narratiewe in die Suid-Afrikaanse konteks.

This paper views the peculiarities of the use of language units as a means of waging the information aggression of Russia against Ukraine. It has been established that the use of some and, conversely, the displacement of other nouns from the social discourse can destroy established frame structures, impose false concepts that radically change the language picture of the recipient's world. The study is based on the concept of a "fabricated frame" as a way of misinterpreting events. Thus, for many years, Russian propaganda, using a well-established set of language units, has been trying to establish a false verbalization of traditional Ukrainian concepts. This causes the erasure of Ukrainian national and historical memory. The destructive influence is carried out through all possible channels of communication (mass media, social networks, books, movies, etc.). The following main ways of destroying the frame structure are identified: 1) replacement of key lexemes in the message (the term "борець за незалежність (fighter for independence)" is replaced by "бандит (bandit)" or "фашист (fascist)"); 2) removing lexemes from public space (for example, a ban on the use of the term "український народ (Ukrainian people)"); 3) introduction into a negative context (in particular, images of Ukrainian national heroes (including writers and scientists) with the help of words with negative, often derogatory semantics), etc. Therefore, countries that are in the potential zone of the Kremlin's interest should timely recognize the cases of language aggression in public discourse to develop an effective system of countermeasures.

Monogrāfijā atspoguļoti dažādu zinātnisko jomu pētnieku kopīgie centieni izpētīt, analizēt un izprast izglītības vērtības pārmaiņu tendences, piedāvājot ieskatu mainīgajos sociālās attīstības procesos. Monogrāfija ir vairāku zinātnieku, kas pārstāv dažādus Latvijas reģionus, sadarbības rezultāts, kas integrē unikālu perspektīvu un zināšanas. Tās struktūru un saturisko ietvaru veido četras nodaļas un rekomendācijas. Monogrāfijas tematiskais loks ir ļoti plašs, tas skar izglītības vērtības pārmaiņu tendences izpēti pedagoģijas, izglītības, kultūras, sociālā darba un uzņēmējdarbības dimensijā. Katras nodaļas autori, pētnieki un zinātnieki monogrāfijas noslēgumā izstrādājuši rekomendācijas nacionālā, pašvaldības un kopienas, kā arī individuālā kontekstā attiecīgi pedagoģiskā, kultūras, dzīves kvalitātes un uzņēmējdarbības diskursā. Zinātniskā monogrāfija apstiprināta RTU Zinātnes padomes sēdē 2025. gada 16. jūnijā, protokola Nr. 04000-3-e/9.