Search Results (34)

This study presents the first systematic evaluation of in-context learning for Tarifit machine translation, a low-resource Amazigh language spoken by 5 million people in Morocco and Europe. We assess three large language models (GPT-4, Claude-3.5, PaLM-2) across Tarifit–Arabic, Tarifit–French, and Tarifit–English translation using 1000 sentence pairs and 5-fold cross-validation. Results show that 8-shot similarity-based demonstration selection achieves optimal performance. GPT-4 achieved 20.2 BLEU for Tarifit–Arabic, 14.8 for Tarifit–French, and 10.9 for Tarifit–English. Linguistic proximity significantly impacts translation quality, with Tarifit–Arabic substantially outperforming other language pairs by 8.4 BLEU points due to shared vocabulary and morphological patterns. Error analysis reveals systematic issues with morphological complexity (42% of errors) and cultural terminology preservation (18% of errors). This work establishes baseline benchmarks for Tarifit translation and demonstrates the viability of in-context learning for morphologically complex low-resource languages, contributing to linguistic equity in AI systems. Full article

This study examines how several gender-encoding strategies in Spanish and social factors influence gender perception, reinforcing or mitigating a sexist male bias. Using an experimental design, we tested four linguistic conditions in a job recruitment context: masculine forms (theoretically generic), gender-splits, epicenes, and non-binary neomorpheme “-e”. After reading a profile in one of these conditions, 837 participants (52% women) selected an image of a woman or man. Results show that masculine forms lead to the lowest selection of female candidates, manifesting a male bias. In contrast, gender-fair language (GFL) strategies, particularly the neomorpheme (les candidates), elicited the highest selection of female images. Importantly, not only did linguistic factors and participants’ gender identity influence results—with male participants selecting significantly more men in the masculine condition, but affinity with feminist movements and LGBTQIA+ communities or positive attitudes towards GFL also modulated responses—increasing female selections in GFL, but reinforcing male selections in the masculine. Additionally, no extra cognitive cost was found for GFL strategies compared to masculine expressions. These findings highlight the importance, not only of linguistic forms, but of social and attitudinal factors in shaping gender perception, with implications for reducing gender biases in language use and broader efforts toward social equity. Full article

The Amazigh language, spoken by millions across North Africa, presents unique computational challenges due to its complex morphological system, dialectal variation, and multiple writing systems. This survey examines technological advances over the past decade across four key domains: natural language processing, speech recognition, optical character recognition, and machine translation. We analyze the evolution from rule-based systems to advanced neural models, demonstrating how researchers have addressed resource constraints through innovative approaches that blend linguistic knowledge with machine learning. Our analysis reveals uneven progress across domains, with optical character recognition reaching high maturity levels while machine translation remains constrained by limited parallel data. Beyond technical metrics, we explore applications in education, cultural preservation, and digital accessibility, showing how these technologies enable Amazigh speakers to participate in the digital age. This work illustrates that advancing language technology for marginalized languages requires fundamentally different approaches that respect linguistic diversity while ensuring digital equity. Full article

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article

Recognising linguistic diversity as a person’s characteristic is arguably central to their multilingual identity and is important as an equity issue. Different indicators suggest that students with migrant backgrounds, whose linguistic diversity is often not reflected in European education systems, tend to underperform compared to their peers without migrant backgrounds. There is a dire need, therefore, to alleviate the educational inequalities that negatively affect some of the most plurilingual students in European school systems. This can be carried out by revisiting assessment tools. Developing assessments to make children’s full linguistic and cultural repertoire visible, and what they can do with it, is one way that potential inequalities in school systems and assessment practices can be addressed so that cultural and linguistic responsiveness of assessments and practices can be improved. This paper explores the concept of discontinuities or mismatches between the assessment of plurilingual children’s linguistic practices in one primary school in Catalonia and their actual linguistic realities, including heritage languages. It asks: (1) What are the children’s linguistic profiles? (2) What mismatches and/or educational inequalities do they experience? and (3) How does the co-creation and use of a rubric assessing plurilingual and intercultural competence attempt to mitigate these mismatches and inequalities? Mismatches are identified using a context- and participant-relevant reflection tool, based on 18 reflective questions related to aspects of social justice. Results highlight that mismatches exist between children’s plurilingual and intercultural knowledge and skills compared to the school, education system, curriculum, and wider regional and European policy. These mismatches highlight two plurilingual visions for language education. The paper highlights how language assessment tools and practices can be made more culturally and linguistically fair for plurilingual children with migration backgrounds. Full article

This study presents a systematic mapping of inclusive pedagogical models in STEM education, focusing on integrating emotional intelligence, resilience, and motivation from a gender perspective. The research aims to identify strategies that promote inclusive learning environments and reduce gender gaps in STEM disciplines. A total of 753 studies were initially identified, with 51 articles meeting the inclusion criteria and being analyzed in depth. The results reveal that active methodologies, emotional intelligence training, mentoring programs, and the presence of female role models are key strategies for fostering women’s participation and retention in STEM fields. Additionally, the findings highlight the growing importance of integrating socio-emotional skills in STEM education to improve academic performance and strengthen resilience and motivation, particularly in under-represented groups. The study discusses challenges such as teacher resistance, lack of training, and contextual barriers that affect the implementation of inclusive models. It also reflects on the influence of cultural and linguistic factors, especially in Latin American contexts. This work expands the understanding of inclusive pedagogical practices in STEM and provides relevant recommendations for educators, curriculum designers, and policymakers aiming to foster equity and sustainability in education. Full article

Postmodern picture books offer valuable opportunities for children to engage with multiple perspectives and develop critical thinking skills. When used in pedagogical practices that prioritize children’s rights, agency, and voices, these books can effectively challenge dominant social norms and promote justice and equity. Within the framework of the SMOOTH project (Educational Common Spaces, Passing through Enclosures and Reversing Inequalities, Horizon 2020, EU), this qualitative study explores how children aged six to eight attending a public primary school in Lisbon, Portugal, make sense of gender through postmodern picture books. Grounded in the Educational Studies and Sociology of Childhood, the research analyses children’s understandings of gender and the meanings they construct concerning it. A six-month intervention program, consisting of read-aloud sessions, was conducted with children from diverse linguistic and socioeconomic backgrounds. Data were collected through focus groups and observation. Qualitative content analysis highlights how picture books can stimulate critical discussions on the social construction of gender, providing children with opportunities to reflect on differences, power relations, and social change. These findings indicate that embedding a care perspective further strengthens the recognition of children’s lived experiences and enriches educational practices by fostering inclusiveness and deeper understanding. Full article

Objective: This study examines the barriers and facilitators to COVID-19 vaccination among immigrant and refugee populations, with a focus on informing primary healthcare stakeholders on effective strategies to address the health needs of these groups. Although conducted in Canada, the findings are relevant to countries facing similar challenges in promoting vaccine uptake among migrant communities. Methods: As part of an evaluation of best practices in COVID-19 vaccination promotion and provision, data were collected using in-depth key informant interviews with a cross-section of primary care stakeholders (n = 11). Main findings: Key barriers to vaccine promotion and provision included distrust of health and government services, misinformation, lack of vaccine confidence, and access or systems-level barriers. Effective facilitators were relationship-building and equity-driven approaches, such as community engagement and development, culturally and linguistically effective communication, one-on-one supports, and collaboration with community members as valued partners and staff. These strategies were identified as best practices that enhanced vaccine confidence and uptake. Conclusion: The risk and impacts of COVID-19 are disproportionately distributed worldwide, affecting migrant populations in many countries. Primary healthcare stakeholders must understand the barriers and facilitators to vaccine promotion to effectively address health inequalities. Increasing vaccine uptake and confidence among immigrant and refugee populations requires targeted and tailored approaches that are culturally responsive and equity-informed. These findings provide valuable insights for health systems globally, supporting efforts to reduce health inequities by using inclusive vaccination strategies. Full article

Background/Objectives: Mental health disorders among children and adolescents represent a significant global health challenge, with approximately 50% of conditions emerging before age 14. Despite substantial investment in services, persistent barriers such as provider shortages, stigma, and accessibility issues continue to limit effective care delivery. This narrative review examines the emerging application of conversational artificial intelligence (AI) in pediatric mental health contexts, mapping the current evidence base, identifying therapeutic mechanisms, and exploring unique developmental considerations required for implementation. Methods: We searched multiple electronic databases (PubMed/MEDLINE, PsycINFO, ACM Digital Library, IEEE Xplore, and Scopus) for literature published between January 2010 and February 2025 that addressed conversational AI applications relevant to pediatric mental health. We employed a narrative synthesis approach with thematic analysis to organize findings across technological approaches, therapeutic applications, developmental considerations, implementation contexts, and ethical frameworks. Results: The review identified promising applications for conversational AI in pediatric mental health, particularly for common conditions like anxiety and depression, psychoeducation, skills practice, and bridging to traditional care. However, most robust empirical research has focused on adult populations, with pediatric applications only beginning to receive dedicated investigation. Key therapeutic mechanisms identified include reduced barriers to self-disclosure, cognitive change, emotional validation, and behavioral activation. Developmental considerations emerged as fundamental challenges, necessitating age-appropriate adaptations across cognitive, emotional, linguistic, and ethical dimensions rather than simple modifications of adult-oriented systems. Conclusions: Conversational AI has potential to address significant unmet needs in pediatric mental health as a complement to, rather than replacement for, human-delivered care. Future research should prioritize developmental validation, longitudinal outcomes, implementation science, safety monitoring, and equity-focused design. Interdisciplinary collaboration involving children and families is essential to ensure these technologies effectively address the unique mental health needs of young people while mitigating potential risks. Full article

#BookTok, the TikTok sub-community for readers, has reshaped publishing and digital reading trends where marginalized readers find space to promote diverse books and stories beyond mainstream norms. This paper explores how three international #BookTokers with diverse cultural and linguistic backgrounds have found community, identity, and activism within this space, highlighting #BookTok’s role in fostering inclusive and affirming literary communities amidst rising censorship challenges. This case study used thematic analysis to analyze participant interviews through open and axial coding to explore #BookTok engagement, framed through affinity spaces, transformative potential, and critical digital pedagogies. #BookTok fosters belonging by connecting readers through niche interests, with the algorithm curating content aligned with identities. Participants reported shifts in reading behaviors and identities, with multilingual users expanding language repertoires to access and engage with diverse, identity-affirming texts. Content creation deepened connections, enabling advocacy for equity and justice. #BookTok is experienced as an affirming community where diverse texts and content creation can foster critical connections and promote justice-oriented actions beyond personal enjoyment of reading. Full article

This article examines the linguistic and political dimensions of deliberation at a transnational level, using the Conference on the Future of Europe (CoFoE) as a case study. The CoFoE, held from 2021 to 2022, involved European citizens deliberating in 24 official languages of the European Union. This multilingual setting provides insights into the challenges and opportunities of fostering a multilingual continental democracy. While the European Parliament’s translation services were largely effective, the study reveals how linguistic diversity can both enhance and impede deliberative processes. By comparing the CoFoE with other multilingual forums such as the European Social Forum and traditional European Parliament deliberations, this paper explores the implications of multilingualism on participatory mechanisms and democratic engagement in the EU. This research employs an ethnographic methodology grounded in non-participant observations conducted during Panel 2 of the Conference on the Future of Europe, focusing on field notes, video recordings, and a live interpretation to document the dynamics of deliberative exchanges. The approach aimed to capture the diversity of interactions in plenary sessions and smaller discussion groups. The findings highlight the complex interplay between language use, political representation, and social inclusion, and suggest that true multilingual deliberation requires more than just technical translation services; it demands a commitment to linguistic equity and the accommodation of diverse voices. Full article

This study explores translanguaging as a flexible and adaptive strategy for heritage language transmission within multilingual families residing in Cyprus, Estonia, and Sweden. Using a qualitative approach, the research examines family language policies, parental beliefs, and the linguistic practices of bilingual and multilingual families, where one parent speaks Russian. The findings reveal how translanguaging supports bilingual development by fostering linguistic adaptability, bridging heritage and societal languages, and accommodating diverse sociolinguistic contexts. Parents in each country implement unique strategies, influenced by local linguistic landscapes, educational systems, and resource availability. In Cyprus, some families strictly adhered to structured methods like the One Parent–One Language strategy, while others adopted a more integrative multilingual approach, seamlessly translanguaging between Russian, Greek, and English in their daily interactions. Estonian and Swedish families display pragmatic adaptations, emphasizing translanguaging’s role in promoting the emotional well-being and linguistic identity of family members. However, certain challenges persist, including societal language dominance, literacy and educational resource scarcity, and the potential overuse of translanguaging in formal communication. By comparing these contexts, the study underscores the need for flexible yet deliberate family language policies, institutional support, and community resources to sustain bilingualism in bilingual and multilingual families. This research contributes to understanding translanguaging’s implications for intergenerational language transmission in minority and immigrant settings, offering insights for educators, linguists, and policymakers on fostering linguistic diversity and equity in globalized societies. Full article

Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity. Full article

Management of reputational risk is crucial for financial institutions to establish a solid foundation for strategic decisions, gain customer trust, and enhance resilience against environmental adversities, as they largely operate on digital platforms. Since this becomes even more significant as online transactions and digital interactions amplify the visibility and potential impact of reputational issues in the context of electronic commerce, it is essential to thoroughly investigate environmental factors to achieve a comprehensive understanding of reputational risk. However, measuring and evaluating their influence on reputational risk is challenging due to their inherent connection to human perception. This study aims to explore the factors influencing reputational risk of financial organizations to mitigate potential reputational losses by addressing uncertainties associated with concepts such as vagueness. The employed methodology integrates the Decision-Making Trial and Evaluation Laboratory and Fuzzy Cognitive Map techniques using linguistic fuzzy terms. This approach focuses on both the direct effects of factors on reputational risk and the indirect effects arising from interdependencies between factors. Linguistic fuzzy variables enable us to consider the hesitation of the experts and the vagueness of human judgment. To validate the results, factors are also weighted using the fuzzy Stepwise Weight Assessment Ratio Analysis (SWARA) method. The most influential factors identified by both methods are market value, revenue, risk culture, shareholder value, firm performance, reputation awareness, and return on equity. Additionally, factors affecting other factors include firm performance, revenue, and growth opportunities. Full article

The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience. Full article