Search Results (299)

Teacher education faces persistent challenges, including limited access to authentic field experiences and a disconnect between theoretical instruction and classroom practice. While virtual reality (VR) simulations offer an alternative, most are constrained by inflexible design and lack scalability, failing to mirror the complexity of real teaching environments. This study introduces TeacherGen@i, a generative AI (GenAI)-enhanced VR simulation designed to provide pre-service teachers with immersive, adaptive teaching practice through realistic GenAI agents. Using an explanatory case study with a mixed-methods approach, the study examines the simulation’s usability, design challenges, and instructional utility within a university-based teacher preparation course. Data sources included usability surveys and reflective journals, analyzed through thematic coding and computational linguistic analysis using LIWC. Findings suggest that TeacherGen@i facilitates meaningful development of teaching competencies such as instructional decision-making, classroom communication, and student engagement, while also identifying notable design limitations related to cognitive load, user interface design, and instructional scaffolding. This exploratory research offers preliminary insights into the integration of generative AI in teacher simulations and its potential to support responsive and scalable simulation-based learning environments. Full article

The present study examined differences in reading comprehension performance between good and poor comprehenders, across paper-based and computer-based formats. The sample consisted of 197 students (Mage = 10.9, SDage = 1.22), categorized into three groups based on their reading comprehension proficiency: good (n = 73), average (n = 90), and poor (n = 33). Using a pseudo-randomized within-subjects design, participants read two texts and completed both a cloze task and a proofreading task in paper and digital formats. Results showed that poor comprehenders consistently performed worse on both tasks; however, group performances were not influenced by the modality. Both tasks required more time in the digital modality and were associated with greater calibration bias. In the proof-reading task, nouns and adjectives were more difficult to retrieve than verbs and function words, whereas in the cloze task, function words were the easiest to supply. The discussion emphasizes the need to account the for task type and linguistic complexity when evaluating comprehension. Importantly, the lack of interaction between reading proficiency and modality suggests that digital assessments are comparably effective and reliable across different levels of reading ability. Full article

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

A persistent challenge in training future philology educators is engaging students in deep textual analysis across historical periods—especially in large classes where limited resources, feedback, and assessment tools hinder the teaching of complex linguistic and contextual features. These constraints often lead to superficial learning, decreased motivation, and inequitable outcomes, particularly when traditional methods lack interactive and scalable support. As digital technologies evolve, there is increasing interest in how Artificial Intelligence (AI) can address such instructional gaps. This study explores the potential of conversational AI chatbots to provide scalable, pedagogically grounded support in philology education. Using a mixed-methods case study, twenty-six (n = 26) undergraduate students completed structured tasks using one of three AI chatbots (ChatGPT, Gemini, or DeepSeek). Quantitative and qualitative data were collected via usability scales, AI literacy surveys, and semi-structured interviews. The results showed strong usability across all platforms, with DeepSeek rated highest in intuitiveness. Students reported confidence in using AI for efficiency and decision-making but desired greater support in evaluating multiple AI-generated outputs. The AI-enhanced environment promoted motivation, autonomy, and conceptual understanding, despite some onboarding and clarity challenges. Implications include reducing instructor workload, enhancing student-centered learning, and informing curriculum development in philology, particularly for instructional designers and educational technologists. Full article

Readability formulas are mathematical functions that assess the ‘difficulty’ level of a given text. They play a crucial role in aligning educational texts with student reading abilities; however, existing models are often not tailored to specific linguistic or regional contexts. This study aims to develop and evaluate two novel readability formulas specifically designed for the Mexican Spanish language, targeting elementary education levels. The formulas were trained on a corpus of 540 texts drawn from official elementary-level textbooks issued by the Mexican public education system. The first formula was constructed using multiple linear regression, emulating the structure of traditional readability models. The second was derived through genetic programming (GP), a machine learning technique that evolves symbolic expressions based on training data. Both approaches prioritize interpretability and use standard textual features, such as sentence length, word length, and lexical and syntactic complexity. Experimental results show that the proposed formulas outperform several well-established Spanish and non-Spanish readability formulas in distinguishing between grade levels, particularly for early and intermediate stages of elementary education. The GP-based formula achieved the highest alignment with target grade levels while maintaining a clear analytical form. These findings underscore the potential of combining machine learning with interpretable modeling techniques and highlight the importance of linguistic and curricular adaptation in readability assessment tools. Full article

Teachers’ beliefs on issues of multilingualism shape their classroom practices, which in turn affect their multilingual students’ learning opportunities and academic achievement. Examining these beliefs is therefore crucial for teacher educators who strive to equip pre- and in-service teachers with the appropriate mindset that is necessary in the context of an educational landscape characterized by linguistic diversity. In this study, we examine German pre-service teachers’ knowledge of and beliefs toward multilingualism and their perceived preparedness for a multilingual classroom. We use a questionnaire that includes an internationally recognized scale to measure beliefs toward multilingualism Additionally, we investigate how a semester-long lecture on German as a second language (GSL) and language-sensitive teaching influences pre-service teachers’ beliefs. The results indicate that while German pre-service teachers demonstrate knowledge and awareness of multilingualism, there remains potential for fostering a more open belief system—one that is essential for effectively engaging with diverse student groups and should be systematically addressed during university education. Pre-service teachers who participated in the semester-long lecture showed slightly more multilingual beliefs. These findings provide a basis for discussing curricular opportunities aimed at promoting multilingualism and supporting language learning in educational settings. 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

The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way immersion curriculum “Cursus bilingue/Bilingualer Studiengang,” jointly offered by two universities of teacher education located in the French- and German-speaking areas of Switzerland. This study explores the professionalization process of future primary teachers from Bern, Jura, and the bilingual program who are confronted with professional requirements. A scientific tool, used in a longitudinal perspective (2020–2023), documents how students of the two-way immersion and the French and German programs (n = 1021) weigh these requirements in the competence and challenge dimensions. A linear mixed-effects model was used to analyze their appraisal within each dimension across time and context. Independently of the context, the competence weighting increases for all students between t₁ and t₃. However, the challenge weighting exhibits a peak at t₂ in all contexts, maybe due to the consciousness-raising of faced challenges after half of the program. With teaching internships in two linguistic regions, two-way immersion students demonstrate a capacity for adaptability. Research-based and practitioner-informed implications for an induction program aiming to foster the further professionalization needed to master the new complexities during the career-entry stage are presented. Full article

Medical students face cognitive overload and disengagement due to the rigorous demands of their education. This study evaluates the impact of Medimon Learning Cards, a mnemonic-based trading card game, on engagement, satisfaction, and knowledge retention among students in a medical immunology course. These cards incorporate visual and linguistic mnemonics, coupled with strategic gameplay, to create an interactive learning experience. This study was conducted on 39 first-year medical students enrolled in an immunology course, divided into experimental Learning Card and control groups. The Learning Card group received the Medimon Learning Cards and participated in a structured play session, while both groups received identical in-class instruction. The results from the Situational Interest Survey for Multimedia revealed high engagement and satisfaction among the Learning Card group, with students expressing enthusiasm for expanding the scope of the cards to other topics. However, no significant differences were observed in knowledge retention or exam performance between the groups. These findings suggest that Medimon Learning Cards can serve as a valuable supplementary tool with which to enhance motivation and interest, though their impact on cognitive outcomes requires further investigation. These findings suggest that incorporating mnemonic-based card games such as Medimon Learning Cards can enhance learner motivation and interest, although their impact on cognitive outcomes warrants further study. Full article

Linguistically and culturally responsive pedagogies (LCRPs) recognize students’ multilingual and cultural resources as central to inclusive and equitable learning. While such approaches are increasingly promoted in English language education (ELE), there remains limited understanding of the complexity of students’ multilingual trajectories—particularly in contexts marked by migration and linguistic diversity. This article addresses this gap by presenting findings from the Udele project, which explores the lived experiences of multilingual learners in urban Austrian middle schools. Using an embedded case study design, we draw on a rich set of qualitative methods—including observations, interviews, fieldnotes, student artifacts, and language portraits—to explore how two students navigate their linguistic repertoires, identities, and learning experiences. Our analysis reveals that students’ language-related self-positionings influence their classroom engagement and broader identity narratives. The findings demonstrate how shifts in self-perception affect participation and motivation, and how the students actively negotiate their multilingual identities within and beyond the classroom context. The complexity uncovered in their multilingual repertoires and life experiences underscores the critical need for longitudinal, multilingual research approaches to fully capture the dynamic and nuanced trajectories of language learners. These findings challenge prevailing conceptualizations of multilingualism in ELE, highlighting the importance of incorporating students’ lived linguistic experiences into pedagogical frameworks. 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 investigates the potential of Far From Home, a non-digital board game, as an innovative tool for fostering empathy among university staff towards international students. International students face multifaceted challenges—linguistic barriers, cultural dissonance, and systemic inequities—yet traditional staff training often fails to cultivate the perspective-taking required for meaningful support. Using a mixed-methods approach, we analysed data from 82 participants across 10 game sessions, including surveys (n = 27), recorded gameplay observations, and semi-structured interviews (n = 6). Thematic analysis explored how role-playing as student avatars and collaborative problem-solving influenced staff empathy. The results demonstrated the game’s effectiveness in bridging cultural gaps, with participants reporting a heightened awareness of structural barriers and reduced stereotyping. Notably, the emergent findings suggested a “contrast commitment” effect, where witnessing biassed behaviours reinforced staff’s dedication to equitable practices. This study advocates for game-based training as a complement to existing programmes, with future research needed to assess longitudinal impacts. Potential applications include adapting the framework for other marginalised student groups and institutional contexts. Full article

The linguistic summarization of data is one of the study trends in data mining because it has many useful practical applications. A linguistic summarization of data aims to extract an optimal set of linguistic summaries from numeric data. The blended learning format is now popular in higher education at both undergraduate and graduate levels. A lot of techniques in machine learning, such as classification, regression, clustering, and forecasting, have been applied to evaluate learning activities or predict the learning outcomes of students. However, few studies have been examined to transform the data of blended learning courses into the knowledge represented as linguistic summaries. This paper proposes a method of linguistic summarization of blended learning data collected from a learning management system to extract compact sets of interpretable linguistic summaries for understanding the common rules of blended learning courses by utilizing enlarged hedge algebras. Those extracted linguistic summaries in the form of sentences in natural language are easy to understand for humans. Furthermore, a method of detecting the exceptional cases or outliers of the learning courses based on linguistic summaries expressing common rules in different scenarios is also proposed. The experimental results on two real-world datasets of two learning courses of Discrete Mathematics and Introduction to Computer Science show that the proposed methods have promising practical applications. They can help students and lecturers find the best way to enhance their learning methods and teaching style. Full article

Latvia after the collapse of the Soviet Union regained its independence in 1991. Since then, many political and social reforms have been introduced, minority education among them. Latvia began gradually abandoning the use of minority languages as mediums of instruction and switching to teaching exclusively in Latvian as the sole state language. This caused protests by minority groups, especially by Russians—the largest minority group in Latvia. The article examines 77 online news articles by Latvian, Russian, and European media covering protests against minority education reform in Latvia between 2004 and 2024. Each news article used at least one photograph/video of placard(s) with written information from the protests. The aim of the article is to understand how different media represent the linguistic landscape of protests against minority education reform and what are the main discourses they create and maintain regarding to the linguistic landscape of such protests in Latvia. The description of the linguistic landscapes shows three main trends: (1) only journalists (most often anonymous) describe the written information expressed at the protests, (2) emphasis is on the number of placard holders at the protests, their age and affiliation with minority support organizations and political parties, (3) author(s) quote individual slogans, more often demonstrated from one protest to another, without disclosing in which language they were originally written and what problems (within and behind the language education) they highlight or conceal. The main narratives that are reinforced through the descriptions of the linguistic landscapes included in the articles are two: (1) the Russian community is united and persistent in the fight against the ethnolinguistically unjust education policy pursued by the government, and (2) students, parents, and the Russian community should have the right to choose which educational program to study at school. Full article