Search Results (17)

Little research has studied verb inflection and argument structure complexity effects in teenagers with developmental language disorders (DLDs). However, verb production and comprehension deficits that characterize younger children with DLD might persist over time. Seventeen French-speaking teenagers with DLD and seventeen controls (typical language, TL group) were tested with fLEX, an application designed to assess lexical and inflectional production and comprehension of three different verb types: intransitives, transitives and ditransitives, i.e., verbs that require none, one or two overt complements. Participants performed three tasks: action naming, sentence production and sentence comprehension involving third singular and plural present tense. Both groups performed similarly on action naming. Subject–verb agreement errors characterized participants with DLD both in sentence production and comprehension; however, verb–argument structure had no effect on any of the tasks. These results characterize verb deficits in teenagers with DLD as affecting inflectional processes rather than lexical ones: they are found in production and comprehension, persist until adolescence and are thus a target for evaluation and intervention in French-speaking teenagers. Results are discussed from a cross-linguistic perspective and in light of current theories on DLD. Full article

Service learning (SL) is at a pivotal moment as education systems worldwide confront the challenges and opportunities posed by artificial intelligence (AI) and digital technologies. This scoping review synthesizes regional perspectives on SL and examines the barriers to its implementation in higher education. This study adopts a methodological approach widely used in prior educational research, enriched with selected PRISMA processes, namely identification, screening, and eligibility, to enhance its transparency and rigor. A total of 101 peer-reviewed articles were analyzed, using a mixed methods approach. Results are presented for six regions, Africa, Asia, Latin America, Europe, North America, and Oceania, revealing context-specific constraints, such as technological infrastructure, policy frameworks, linguistic diversity, and socio-economic disparities. Common barriers across regions include limited faculty training, insufficient institutional support, and misalignment with community needs. AI is explored as a potential enabler of SL, not as an empirical outcome, but as part of a reasoned argument emerging from the documented complexity of SL implementation in the literature. Ethical considerations, including algorithmic bias, equitable access, and the preservation of human agency, are addressed, alongside mitigation strategies that are grounded in participatory design and community engagement. This review offers a comparative, context-sensitive understanding of SL implementation challenges, providing actionable insights for educators, policymakers, and researchers, aiming to integrate technology-enhanced solutions responsibly. Full article

This empirical pilot study explored the use of wearable eye-tracking technology to gain objective insights into interpersonal interactions, particularly in healthcare provider training. Traditional methods of understanding these interactions rely on subjective observations, but wearable tech offers a more precise, multimodal approach. This multidisciplinary study integrated counseling perspectives on therapeutic alliance with an empirically motivated wearable framework informed by prior research in clinical psychology. The aims of the study were to describe the complex data that can be achieved with wearable technology and to test our primary hypothesis that the therapeutic alliance in clinical training interactions is associated with certain behaviors consistent with stronger interpersonal engagement. One key finding was that a single multimodal feature predicted discrepancies in client versus therapist working alliance ratings (b = −4.29, 95% CI [−8.12, −0.38]), suggesting clients may have perceived highly structured interactions as less personal than therapists did. Multimodal features were more strongly associated with therapist rated working alliance, whereas linguistic analysis better captured client rated working alliance. The preliminary findings support the utility of multimodal approaches to capture clinical interactions. This technology provides valuable context for developing actionable insights without burdening instructors or learners. Findings from this study will motivate data-driven methods for providing actionable feedback to clinical trainees. Full article

Effectively managing immigrant workforces presents a significant contemporary challenge for organizations operating in a globalized world. Current management practices often fall short, failing to adequately address the complex interplay of social issues, cultural and linguistic distances, and the valuable human capital immigrants possess. This paper proposes a theoretically developed conceptual model for immigrant management, synthesized from a comprehensive review of systems theory, migration studies, and organizational governance literature. The model advances systems theory by operationalizing its core tenets—interdependence, feedback loops, and holistic perspective—into a practical governance framework for the specific domain of immigrant workforce integration, demonstrating the theory’s applicability to complex socio-organizational challenges. It outlines six interdependent subsystems—from needs assessment to end-of-work transitions. While conceptual, this paper lays a robust foundation for future empirical research by providing testable propositions regarding the efficacy of its subsystems and their impact on integration outcomes. It calls for empirical validation of the proposed relationships and the model’s overall effectiveness in diverse organizational contexts. By adopting this structured yet adaptable framework, organizations can move towards more agile governance practices in human resource management, allowing for iterative adjustments and fostering more resilient and sustainable immigrant integration. This approach directly contributes to addressing immigrant integration issues by offering a holistic, actionable framework that moves beyond piecemeal solutions, thereby enhancing organizational capability and promoting positive societal impact. Full article

Background/Objectives: Verbs are considered to be more abstract than nouns, as they represent actions, states, and events, which are less tangible, more flexible in their meaning and thus less univocally specified. It has been suggested that children acquire abstract concepts based on their linguistic contexts of use, making use of semantic and syntactic cues. By contrast, according to theories of embodied cognition, conceptual knowledge is based on physical and perceptual interaction with the world. The present study investigates whether the verbal and the visual modality produce similar or different results in the processes of construction and reactivation of novel verbs, corresponding to new compositional abstract concepts, in children of different ages. In Experiment 1, the acquisition of the concept was determined based on the quality of verbal explanation; in Experiment 2, participants were asked to decide whether a visual representation fitted the concept or not. Thus, response modality could be either explicit or implicit, and either congruent or incongruent with respect to learning modality. Methods: In Experiment 1, 100 children from grade 1 to 5 were asked to explain the meaning of verbs introduced via verbal or visual instances. In Experiment 2, 15 children aged 8 to 10 had to judge pictures as (not) being examples of previously verbally or visually presented novel verbs. Results: The results of Experiment 1 show more accurate explanations after verbal presentation across all grades. In Experiment 2, verbal presentation was no longer associated with more accurate matching responses, but rather with slower decision times. Conclusions: Modality congruence, explicitness and linguistic (semantic and syntactic) factors were all shown to play a role, which is discussed in a developmental perspective. Full article

Coalitional communication is a dwelling amidst non-dominant differences that requires introspective, complex communicative philosophy and practice. My concern is with differentiation in hierarchies. They are understood and shaped by colonial modernity. They are historical logics and practices of settler colonialism, enslavement, and citizenship. My perspective is feminist, decolonial critiques of modern, capitalist social systems. The analysis is grounded in communicative philosophy in intercultural contexts where folks intend justice and equality. For example, in political democracies, localized social alliances actually harm one another being hegemonic by taking routes of familiarity through structures of linguistic and practical cultural systems. Communicative projects of liberation across oppressions (with monologic and single-axis perceptions) tend to miss intersections of our raced and gendered experiences. The result is unintelligibility among us. In this state, one can sense in the body the space of the liminal—with both a communicative impasse and opening. Rather than aligning liberation and domination in the impasse, I describe the creativity of liminal space as a communicative opening. The opening is a recognition of multiplicity and a refusal to assimilate each other’s lived experiences into familiar, complex codes of habituated thought and action. Examining communication hostilities in oppressed–oppressing relations is a necessary condition for coalition. Thus, coalitional communication is a call to engage a full sense of listening to one another as relevant. Ways that decipher codes and signals of resistance come to constitute the project of creating relevant intelligibility together. Praxis as critical, dialectical, and intersectional thinking is part of this method. Full article

From a semantic viewpoint, “Jing 敬” emphasizes an attitude of external respect and adherence to ritual propriety, whereas “Cheng 诚” signifies the true alignment between one’s internal attitudes and external actions. An exploration of “Jing” and “Cheng” in The Analects, The Great Learning, The Doctrine of the Mean, and The Works of Mencius from a linguistic perspective reveals the following: In the ethical system of The Analects, “Jing” represents an attitude towards others, and “Cheng” is rarely mentioned, with personal morality anchored in the social order; in The Great Learning and The Doctrine of the Mean, “Jing” is seldom discussed, while “Cheng” is emphasized as a requirement for individuals, highlighting the intrinsic nature and spontaneity of personal morality; The Works of Mencius, while inheriting Confucius’s concepts, also adopts the ideas from The Great Learning and The Doctrine of the Mean and reinterprets “Jing” internally, achieving a unity between personal morality and social ethics. The shift from “Jing” to “Cheng” and the reinterpretation of “Jing” reflect the concentrated embodiment of the internal reconstruction of the Pre-Qin Confucian ethical system. Full article

Service learning, an educational methodology that intertwines community service with academic instruction, is garnering growing recognition within higher education due to its potential to enrich both research and outreach efforts. By integrating service learning into the curriculum, higher education institutions (HEIs) can bridge the gap between research and praxis, effectively bringing research findings to local communities and influencing on-the-ground practices. While the benefits of service learning have been widely acknowledged in the literature, there remains a lack of understanding on how service learning can be integrated into teacher education programmes to support linguistic and cultural diversity at schools. Additionally, there is limited insight into how institutions engaged in social action perceive their collaboration with HEIs, particularly in the context of teacher education. In this contribution, we address these gaps, by presenting the results of a multimethod and multisite research study that aimed to explore the perspectives of social action initiatives on the potential collaboration with HEIs to promote (language) teacher education focused on linguistically and culturally responsive practices. The results point to a great heterogeneity of social action projects and expectations on the part of the institutions regarding collaboration with HEIs. Despite this diversity, common principles of collaboration emerge from the data. These principles lay the foundations for a framework that may shape collaborative efforts between HEIs and social action initiatives in the field of pre-service (language) teacher education with the goal of promoting pedagogies that respect and leverage linguistic and cultural diversity in multilingual settings. Full article

The climate crisis is an urgent issue that requires immediate and significant international action and is tightly connected to several other global problems such as biodiversity loss, economic inequality, and countercurrents to democracy. Therefore, enabling the construction of an agentive role in relation to the crisis is a crucial task for education. According to the national core curriculum, Finnish social studies teaching should aim for active democratic citizenship. The article analyses the linguistic construction of agency in relation to climate issues in social studies textbooks from a discursive perspective, examining the rhetoric of positioning and addressing the reader as an active agent. The article draws an overall image of agency regarding the climate in textbooks and examines its implications. Four categories of orienting to the crisis and constructing agency in relation to it are identified: (1) constructing agency against the crisis; (2) stating the unsustainable nature of the current system; (3) enlisting ways of making an impact in general; and (4) representing the absence of crisis. Based on the findings, this article suggests that textbooks do not fully utilise their status as a forum for imaging our capacity to act to stop the climate crisis and, therefore, fall short of the goals set in the curriculum. Full article

Lean Manufacturing has become, in recent years, one of the most important philosophies for improving production and organizational systems. The literature shows that Hesitant Fuzzy Linguistic Terms Sets (HFLTSs) are highly capable of manipulating the uncertainty that the judgments made by evaluators carry and that they are subject to their perception, especially when used in combination with multicriteria decision making (MCDM) for the measurement of indicators in this type of system, as well as their general performance. However, it is still of interest to researchers to develop techniques and instruments that facilitate the measurement of the results obtained after applying this philosophy in organizations. This article proposes a model for the evaluation of the Lean Manufacturing performance through the Analytic Hierarchy Process (AHP) and Dimensional Analysis (DA) using HFLTSs. The results obtained show that the proposed model is a solid tool for the evaluation of Lean Manufacturing systems from a different perspective and that it can be integrated into the issuance of evaluations in a better way by considering human subjectivity. At the same time, it offers a strategy to create priorities in the action plans that Lean system managers propose after evaluating. However, it is important to apply the proposed model to multiple organizations and analyze the results obtained to maximize its benefits. Full article

Contemporary scholarship has significantly advanced our understanding of the grammarian Bhartṛhari’s influence on the Pratyabhijñā Śaivism of Utpaladeva and Abhinavagupta. One area that has been somewhat neglected, however, is the subject of relation (sambandha). Here, I examine the influence of Bhartṛhari’s sambandha-vāda on the Pratyabhijñā school. As I see it, Bhartṛhari’s understanding of the holistic movement of sphoṭa—the practical process of ‘encoding’ and ‘decoding’ linguistic information—leads to a necessary reevaluation of the general logical form of sambandha, i.e., ‘relationality-as-such.’ On this account, Bhartṛhari articulates a basically transcendental conception of sambandha as a ‘śakti-of-śaktis’ in his ‘Exposition of Relation’ (Sambandhasamuddeśa [SSam]). This effectively means that one cannot designate the general logical form of sambandha in linguistic terms without also thereby changing its essential nature as such (cf. Houben: 170–4). I maintain that Utpaladeva’s ‘Proof of Relation’ (Sambandhasiddhi [SS]) leverages this insight into a series of pragmatic arguments to demonstrate that vimarśa, or recognitive judgment, is the true locus of relational action—i.e., unity-in-diversity (bhedābheda). In doing so, he effectively salvages a coherent understanding of relation as necessarily real (satya) from the deconstructive agenda of the Buddhist eliminativist, even though the referent may indeed appear paradoxical from the perspective of theoretical reason alone. Full article

In the process of migration, the migrant goes through certain stages and a series of transformations that leave their mark on their individuality over time. These unavoidable processes, adaptation, assimilation, and eventually integration, as well as numerous other factors, lead to changes in identity. The concept addressed in the paper, which supports the understanding of the process of change, is that of acculturation. Acculturation is the process by which an individual acquires and adapts to a new cultural environment as a result of being placed in a new culture. The theoretical approach led to an objective understanding of the process of identity change in a given context. Symbolic interactionism theory aims to reveal the internal mechanisms of identity formation by overcoming the opposition between the individual and the collective, and ethno-linguistic identity theory posits that when faced with alternative courses of action, individuals will choose the one that will enhance their self-presentation. The aim of this article is to examine identity-level changes in migrants who have undergone the processes of adaptation, assimilation, and integration in the country of migration from a psychosocial perspective. In order to achieve this aim, an interview with 30 Romanians who emigrated abroad was conducted. Based on a conceptual and methodological framework, the present article carried out a thematic analysis in which the most significant changes in mentality, thinking, self-esteem, principles of life, culture, attitude and behavior, identity place/space, etc. were highlighted through concrete quotes from the interviews with the migrants, all of which were explained through the identity-migration theory. Full article

Low uptake of genetic services among members of families with hereditary breast and ovarian cancer (HBOC) suggests limitations of proband-mediated communication of genetic risk. This study explored how genetic information proceeds from healthcare providers to probands and from probands to relatives, from the probands’ perspectives. Using a grounded-theory approach, we analyzed narrative data collected with individual interviews and focus groups from a sample of 48 women identified as carriers of HBOC-associated pathogenic variants from three linguistic regions of Switzerland. The findings describe the “communication chain”, confirming the difficulties of proband-mediated communication. Provider–proband communication is impacted by a three-level complexity in the way information about family communication is approached by providers, received by probands, and followed-up by the healthcare system. Probands’ decisions regarding disclosure of genetic risk are governed by dynamic and often contradictory logics of action, interconnected with individual and family characteristics, eventually compelling probands to engage in an arbitrating process. The findings highlight the relevance of probands’ involvement in the communication of genetic risk to relatives, suggesting the need to support them in navigating the complexity of family communication rather than replacing them in this process. Concrete actions at the clinical and health system levels are needed to improve proband-mediated communication. Full article

La Vía Campesina organisations have identified the area of education and training as a strategic and priority arena of intervention to bring about change in the political-pedagogical perspective. This involves rethinking and redesigning the conventional training processes towards the collective experiences of learning, organisation, exchange and living. With this approach in mind, and based on the experiences and educational contributions made by peasant organisations, this paper presents the systematisation of the Baserritik Mundura experience, analysing and sharing the learning derived from this case study and establishing the integral role of the pedagogic proposal as an axis for systematisation. This analysis, from the logic of the systematisation of processes, promulgates the learnings of this agroecological training experience while exposing both its strengths and weaknesses. We present the learning linked to the pedagogic dimensions that, through a cross-over method, aim to create a multidimensional educational environment which transforms our subjectivities, practices and the beliefs that sustain them. This learning is presented in eight main areas related to: (1) organicity, (2) alternation, (3) the mystical and ludic-cultural dimension, (4) the contents, subjects and teaching team, (5) the proposal as a whole and its perspective of popular education and action research, (6) the transversality of the feminist perspective, (7) linguistic plurality and (8) the pedagogic political support of the process. In addition, we present considerations related to the learning identified in the systematisation itself. On the one hand, we look at the lack of training processes in the official university context related to an alternation system with an organicity linked to the territory, and the need for the practical development of a dynamic of the collective construction of knowledge with a view toward transforming the logics that underpin the existing hegemonic ideologies. On the other hand, we point out the need for a debate regarding the epistemological perspective and integral, experiential and emancipatory pedagogical perspectives. Even with their limitations and challenges, these proposals have great potential to train, organise, politicise, excite and connect people from different fields towards the construction of a fairer, healthier and more sustainable agroecological agri-food system, based on food sovereignty and the everyday lives of people Full article

Since 2001, a link has been established between the Last Planner^® System (LPS) and Linguistic Action Perspective (LAP). However, to date, it has not been studied in sufficient depth. This research developed a system of indicators to measure and control the management of commitments, through the Design Science Research (DSR) methodology, and thus contribute to the development of the social dimension of sustainability that is often neglected in construction management research. The main contributions of this paper are a proposal of five main activities to apply the DSR method, a checklist to analyze the engagement of meeting participants, a notebook for last planners, delve into the variations that can occur to the basic movements of LAP, and the creation of a system of indicators hence updating the Percent Plan Complete (PPC) with a reliability indicator. The main limitation of this research is that the system was only validated in two South American countries that implemented LPS. In future studies, we propose to apply case studies in weekly planning meetings in other industries worldwide and to determine the recommended values to improve communication and achieve the proper implementation of LAP with LPS and without LPS. Full article