Search Results (79)

Background: Since the outbreak of war in Ukraine, countless forcibly displaced individuals facing not only material loss, but also deep psychological distress, have sought refuge across Europe. For those traumatized by war, the absence of a shared language in therapy can hinder healing and exacerbate suffering. While cultural diversity in psychotherapy has gained recognition, the role of native-language communication—especially from a person-centered perspective—remains underexplored. Methods: This narrative review with a thematic analysis examines whether and how psychotherapy in the mother tongue facilitates access to therapy and enhances therapeutic efficacy. Four inter-related clusters emerged: (1) the psychosocial context of trauma and displacement; (2) language as a structural gatekeeper to care (RQ1); (3) native-language therapy as a mechanism of change (RQ2); (4) potential risks such as over-identification or therapeutic mismatch (RQ2). Results: The findings suggest that native-language therapy can support the symbolic integration of trauma and foster the core conditions for healing. The implications for multilingual therapy formats, training in interpreter-mediated settings, and future research designs—including longitudinal, transnational studies—are discussed. Conclusions: In light of the current crises, language is not just a tool for access to therapy, but a pathway to psychological healing. Full article

This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability of mother tongue education, the status of minority rights, advanced level examination performance, and types of settlement using a wide range of statistical methods, our study reveals significant cross-national differences in the distribution of admission scores and central tendencies. Compared to lower and more varied scores for students from Ukraine and Romania, ethnic Hungarian students from Serbia and Slovakia achieved high average admission scores. Performance was notably more consistent among students from EU member states compared to non-EU regions, strongly linking outcomes to the more robust implementation of minority rights and better access to mother-tongue education within the EU framework. A critical finding is the strong positive correlation (Pearson r = 0.837) between admission scores and advanced level examination results, highlighting the pivotal role of these exams for the academic progression of these minority students. The Jonckheere-Terpstra test (p < 0.05) further confirmed significant performance differences between ranked country groups, with Serbian and Slovak students generally outperforming their Ukrainian and Romanian counterparts. Counterintuitively, settlement type (urban vs. rural) exhibited a negligible relationship with admission scores (r = 0.150), explaining only 2% of score variability. This challenges common assumptions and suggests other factors specific to the Hungarian minority context are more influential. This study provides crucial insights into the complex dynamics influencing Hungarian minority students’ access to higher education, underscoring cross-country educational inequalities, and informing the development of equitable minority rights and mother-tongue education policies in Central Europe for these often-marginalized communities. Full article

In this paper we describe the processes and challenges involved in the design, implementation, and assessment of a small-scale intervention in four primary schools in Ghana’s Central Region that aimed to enhance learners’ mother tongue and bilingual literacy practices whilst at the same time strengthening their sense of cultural identity. Within the framework of Educational Design Research (EDR), this paper describes the steps that were involved in the development process, from context analysis to the design of a locally developed Fante–English bilingual storybook, as well as the formative evaluation of this prototype. This paper shows how to translate contextual findings into a final product, while sharing with the reader important findings for each phase in the process. Formative evaluation in the form of a teacher workshop, surveys, and classroom observations was used. Results showed that, in the opinion of teachers, Fante–English bilingual books can promote learners’ cultural identity, self-awareness, and a sense of prestige when they speak the language. Not only do the books preserve the Fante language and culture, but they show learners that Fante is just as important as English. A second round of formative evaluation showed that additional teacher manual and training could benefit the outcome of the bilingual method. Full article

It remains unclear how sleep health has developed in the general population after the COVID-19 pandemic. This study aimed to (1) investigate the prevalence of sleep problems and poor sleep quality and (2) explore the associated sociodemographic and health-related factors in South Tyrol, Italy. A cross-sectional, population-based survey was conducted with a stratified probabilistic sample of 4000 adults aged ≥ 18 years. Sleep quality was assessed using the brief version of the Pittsburgh Sleep Quality Index. Descriptive and logistic regression analyses were performed to analyze the data. A total of 2090 adults (53%) completed the survey. Poor sleep quality was reported by 17.8%, with 28.2% of participants reporting insufficient sleep duration (i.e., six hours or less), 12.7% having problems staying asleep (i.e., waking up to 3–4 times a week and unable to fall asleep again), and 8.7% having problems falling asleep (i.e., >30 min). Sleep problems and poor sleep quality were associated with sociodemographic and health-related factors, including gender, age, mother tongue, chronic disease, and sleep hygiene. Notably, Italian-speaking participants reported poorer sleep quality and greater difficulty staying asleep compared to German-speaking participants, highlighting potential sociocultural influences on sleep health. This study contributes to understanding the unique sleep health challenges in a multilingual region, highlighting the role of sociocultural factors in sleep quality differences between language groups. Full article

Kreol Morisien is a vibrant and expressive language that reflects the multicultural heritage of Mauritius. There are different versions of Kreol languages. While Kreol Morisien is spoken in Mauritius, Kreol Rodrige is spoken only in Rodrigues, and they are distinct languages. Being spoken by only about 1.5 million speakers in the world, Kreol Morisien falls in the category of under-resourced languages. Initially, Kreol Morisien lacked a formalised writing system, with many people using different spellings for the same words. The first step towards standardisation of writing Kreol Morisien was after the publication of the Kreol Morisien orthography in 2011 and Kreol Morisien grammar in 2012 by the Kreol Morisien Academy. Kreol Morisien obtained a national position in the year 2012 when it was introduced in educational organisations. This was a major breakthrough for Kreol Morisien to be recognised as a national language on the same level as English, French, and other oriental languages. By providing a means for Kreol Morisien speakers to connect with others, a translation system will help to preserve and strengthen the identity of the language and its speakers in an increasingly globalized world. The aim of this paper is to develop a translation system for Kreol Morisien and English. Thus, a dataset consisting of 50,000 parallel Kreol Morisien and English sentences was created, where 48,000 sentence pairs were used to train the models, while 1000 sentences were used for evaluation and another 1000 sentences were used for testing. Several machine translation systems such as statistical machine translation, open-source neural machine translation, a Transformer model with attention mechanism, and Marian machine translation are trained and evaluated. Our best model, using MarianMT, achieved a BLEU score of 0.62 for the translation of English to Kreol Morisien and a BLEU score of 0.58 for the translation of Kreol Morisien into English. To our knowledge, these are the highest BLEU scores that are available in the literature for this language pair. A high-quality translation tool for Kreol Morisien will facilitate its integration into digital platforms. This will make previously inaccessible knowledge more accessible, as the information can now be translated into the mother tongue of most Mauritians with reasonable accuracy. Full article

Background: In this qualitative study, we aimed to evaluate the knowledge, beliefs, and attitudes of Syrian pregnant women living in Türkiye toward tetanus vaccination, vaccine hesitations, and the perceived benefits and harms of the tetanus vaccine. Methods: In face-to-face, in-depth interviews, an open-ended, semi-structured interview guide was used by an interviewer and translator who spoke Arabic, which is the mother tongue of the participants. Codes, themes, and subthemes were created. Results: In the study, face-to-face in-depth interviews were conducted with a total of 16 pregnant women. The median age of the pregnant women was 26.5 years (18.0–41.0). The median time since they arrived in Türkiye as migrants was 8.5 years (3.0–10.0). The themes were “Beliefs about vaccines”, “Information about vaccines”, “Knowledge, beliefs and attitudes about tetanus vaccine”, “Reasons for vaccination desire”, “Reasons for not being vaccinated”, and “Problems experienced while receiving health services”. Pregnant women mostly mentioned that vaccines have benefits. Most of the women stated that tetanus vaccine is needed to protect from diseases. There were no women thinking that vaccines are harmful. Some of them only mentioned the minor side effects observed after vaccination. Participants mentioned that they get information about vaccines from relatives such as family and friends, health professionals, television, and social media. However, some women talked about the fact that they had no knowledge about vaccines. A lack of knowledge and not visiting the health institution were the reasons for not being vaccinated. Conclusions: Although participants mostly believed that vaccination is necessary and has benefits, some women had no idea about the exact purpose of vaccines. This lack of knowledge may cause vaccine hesitancy and refusal. Full article

In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work are, in combination with other school-related (teacher agency support), personal (resilience, achievement in Estonian language, mathematics and history) and socio-demographic (gender and mother tongue) factors, related to student agency in school. The second aim was to broaden the understanding of what students learn at work. The study used a mixed-methods approach involving a survey of upper secondary students (aged 16–19, N = 3179) in 30 schools followed by qualitative interviews with 18–19-year-old students who have gained work experience (N = 13). The analysis comprises a hierarchical linear regression analysis (N = 1947) and a thematic analysis of the interviews. The results indicate that work experience, perseverance, teacher agency support, male gender and Estonian mother tongue are positively related to agency while various skills learned at work had no relationship and student achievement in history was only relevant before work experience was added to the model. The interviews showed that students develop skills related to, e.g., self-regulation, self-awareness, career-awareness, social skills and self-confidence through work. Full article

Education plays a crucial role in fostering numerous established and sustainable behaviors in individuals. Among these behaviors, environmental awareness is particularly important because of its significant sociological impact. The aim of this study is to investigate the effect of values education on environmental awareness and pro-environmental behavior. This study employs a mixed-method approach, combining both quantitative and qualitative research methods. The quantitative part of this research consists of 225 eighth-grade students and the qualitative part consists of six Turkish teachers. As a result of the quantitative analysis, it was found that the environmental attitude levels of the middle school students participating in this study were at a high level. In the qualitative analysis, it was found that the teachers participating in this study established a strong connection between mother tongue education, values education, and environmental education. The outcomes from the qualitative and quantitative analysis were discussed in depth and compared with the results previously presented in the literature. Additionally, the findings of this study indicated opportunities for future research as presented in the Discussion Section. Full article

Background/Objectives: Although the embodiment of action-related language is well-established in the mother tongue (L1), less is known about the embodiment of a second language (L2) acquired later in life through formal instruction. We used the high temporal resolution of ERPs and topographic ERP analyses to compare embodiment in L1 and L2 and to investigate whether L1 and L2 are embodied with different strengths at different stages of linguistic processing. Methods: Subjects were presented with action-related and non-action-related verbs in a silent reading task. Subjects were late French–German and German–French bilinguals, respectively, and we could therefore collapse across languages to avoid common confounding between language (French and German) and order of acquisition (L1, L2). Results: We could show distinct effects of embodiment and language. Embodiment affected only the sensory and lexical stages of processing with increased strength and power of the N1 component for motor vs. non-motor verbs, and language affected the lexical and semantic stages of processing with stronger P2/N400 components for L2 than for L1. Non-motor verbs elicited a stronger P1 component in L2. Conclusions: Our results suggest that processing words in L2 requires more effortful processing. Importantly, L1 and L2 are not embodied differently, and embodiment affects early and similar stages of processing in L1 and L2, possibly integrating other process of action–language interaction Full article

Objectives: The aims of this study were to (1) evaluate if there were any significant differences in gastrointestinal (GI) and/or feeding symptoms for infants with tethered oral tissues (TOTs) pre-frenotomy compared to infants with untreated TOTs and infants without TOTs, and (2) evaluate if treatment via frenotomy led to improvements in symptoms that more closely align with GI and/or feeding symptoms in infants with untreated TOTs and/or infants without (TOTs). Methods: This study utilized a pretest-only control group design. The Infant Eating Assessment Tool (InfantEAT) and Gastrointestinal and Gastroesophageal Reflux (GIGER) Scale were used to evaluate infant feeding and GI symptoms, respectively. Multiple linear regression was used to compare scores between the three groups at baseline, controlling for age and gestational age at birth. Treatment group’s average score after intervention was compared to the mean baseline score of the other two groups. For the treatment group, paired t-test was used to evaluate changes in scores before and after the treatment. Results: All subscales of both the InfantEAT and GIGER demonstrated statistically significant differences for infants with TOTs before intervention when compared with infants with TOTs who did not undergo treatment and infants without TOTs. Conclusion: This study demonstrates the importance of considering structure along with function for infants with tongue- and/or lip-tie. Clinicians must evaluate maternal symptoms alongside infant factors. The decision to treat TOTs via frenotomy is multifactorial and is not necessary in every mother-infant dyad. Full article

Lenka Reinerová is considered a contemporary witness of both the 20th and 21st centuries and the last German writer in Prague. Indeed, she is the last known prose writer from Prague who wrote in German and boasts a long list of famous predecessors, such as Franz Kafka, Max Brod, E. E. Kisch and others. Interestingly, Reinerová did not only earn a place among the Prague German literature writers because of her mother tongue. In her memoirs, she also engages with literary and academic discourse on the German-language literature coming from Prague. The following article aims to describe this continuity in more detail. Full article

The Program for International Student Assessment highlights the persistent lack of commitment and motivation among students worldwide in their school activities, which are resulting in decreased proficiency levels in reading, mathematics, and science. The magnitude of this phenomenon, with its clear social implications, suggests that we are facing a concerning quest for immediate answers and results. This research focuses on the impact of the relationships between self-regulated learning processes and the planning of time management that is dedicated to school activities on student performance, specifically in the subjects of the Mother Tongue and Mathematics. The instruments used for analysis included the Inventory of Self-Regulated Learning Processes, the Inventory of Time Management Planning, a personal data sheet, and a school data sheet. The sample in this study consisted of 688 students from primary schools in northern Portugal. The results reveal that self-regulated learning has a positive influence on how students plan time management, both in the short and long term. Additionally, a positive and statistically significant relationship is observed between short-term and long-term time management planning and students’ academic performance. This study provides an in-depth perspective on the dynamics between these elements, shedding light on the crucial nuances that shape students’ academic journeys. Full article

The purpose of this study is to present the state of the art of recent research on nonverbal communication in L2 classroom interaction, in particular on teachers’ and students’ gestures, and then focus on a case of gestures in an L2 Italian classroom. A corpus of video-recorded interactions (CLODIS) were analyzed to answer the following research question: How do L2 Italian native teachers behave when addressing international students? Are there differences with what has been observed in other foreign language (L2) teaching contexts? Both previous data-based research on multimodality in L2 classes and the analysis on CLODIS show that teachers select and coordinate multiple semiotic modes as interactional resources to complete various teaching tasks. Furthermore, Italian native teachers use not only the typical pedagogical gestures (both iconic and metaphorical), but also culturally specific emblems that may cause misunderstandings or inappropriate mirroring effects. For these reasons, it is important that L2 teachers develop a good multimodal awareness, especially if they teach their mother tongue to foreign students and if they belong to a “contact culture”, as is the case observed in L2 Italian classes. Full article

In the first decades of the 20th century, the Sámi movement developed a vision for how education could play a central role in the future of the Sámi people. Faced with expanding colonial school systems, teachers and intellectuals imagined what education could look like if it was to contribute to the flourishing of Sámi livelihoods. One key contributor to this project was Per Pavelsen Fokstad (1890–1973). This article outlines key elements in Fokstad’s philosophy of education and discusses his contribution to education theory in both his contemporary cultural interface and the one that we work in over 100 years later. The analyses are based on a hermeneutical reading of Fokstad’s published texts. The analyses show how Fokstad outlined a philosophy of education based in the mother tongue as a catalyst for the child’s development of a sense of self, a feeling of community, and a connection to land. This philosophy was revolutionary in his own time due to its redefinition of what was worth learning and knowing, and has grown in significance since. Full article

Background and Objectives: Speech audiometry employs standardized materials, typically in the language spoken by the target population. Language-specific nuances, including phonological features, influence speech perception and recognition. The material of speech audiometry tests for the assessment of word recognition comprises lists of words that are phonemically or phonetically balanced. As auditory perception is influenced by a variety of linguistic features, it is necessary to develop test materials for the listener’s mother tongue. The objective of our study was to compose and evaluate new lists of Lithuanian words to assess speech recognition abilities. Materials and Methods: The main criteria for composing new lists of Lithuanian words included the syllable structure and frequency, the correlation between consonant and vowel phonemes, the frequency of specific vowel and consonant phonemes, word familiarity and rate. The words for the new lists were chosen from the Frequency Dictionary of Written Lithuanian according to the above criteria. Word recognition was assessed at different levels of presentations. The word list data were analyzed using a linear mixed-effect model for repeated measures. Results: Two hundred bisyllabic words were selected and organized into four lists. The results showed no statistically significant difference between the four sets of words. The interaction of the word list and presentation level was not statistically significant. Conclusions: Monaural performance functions indicated good inter-list reliability with no significant differences between the word recognition scores on the different bisyllabic word lists at each of the tested intensities. The word lists developed are equivalent, reliable and can be valuable for assessing speech recognition in a variety of conditions, including diagnosis, hearing rehabilitation and research. Full article