<abstract xmlns="http://www.w3.org/1999/xhtml">
This is the first known study of the socio-cognitive development of Lyuli children, a Roma-type group living in Bukhara in Uzbekistan. The research was conducted in schools in Bukhara serving both Lyuli children and Uzbek children, both of whom are multi-lingual but whose sociolinguistic circumstances are somewhat different. There has been less cross-cultural work on later stages of Theory of Mind development, in which children have to make inferences about the mental states of characters in a complex narrative. The research here shows that the children from both groups do remarkably well on these tasks, and their multilingualism is hypothesized to be the source of their success relative to other children studied with similar narratives.
</abstract>

Narratives reflecting Theory of Mind among bilingual Lyuli children of Uzbekistan

<abstract xmlns="http://www.w3.org/1999/xhtml">
The relationship between the systems of language and of culture has been put forward and abundantly discussed since the late 60s, given that the second influences greatly the pragmatic level of the first. This issue has been explored in various empirical and experimental studies, particularly within the area of intercultural discourse, and thereon has been well documented in various analyses investigating pragmalinguistic (PML) failure. These linguistic pitfalls have been mostly justified and explained through applying the approach of the language transfer hypothesis to show that L1 conventions are inappropriately and unsuitably transferred from the L1 to the L2. However, there is reason to feel that approaching this failure from another standpoint is due, and that doing so will contribute to increased success in the teaching and learning of languages. This text initially presents the topic by drawing on examples from various studies, and it discusses this PML aspect in the teaching of a L2: a) to disclose its role in the communication tools used between native and non-native speakers by looking at an array of different types of L1s and language teaching setups, and b) through fingering distinctions between international and minority languages under the framework of intercultural communication. Various questions are raised and discussed, across a range/variety of opposing poles (e.g. the world’s largest and most influential to less commonly taught languages, teach/not teach, explicit/implicit), in order to produce answers that would help each language teacher find their own answers to tackle and overcome problems of what to include in their teaching and how to go about it. To draw the text to an eloquent end, teaching proposals that integrate digital technologies are presented.
</abstract>

Variables to consider upon having decided to include pragmatics in the teaching of languages

<abstract xmlns="http://www.w3.org/1999/xhtml">
Massive developments in technology, ICT, and artificial intelligence have been witnessed in recent years, with various projects emerging showing the apparent superiority of artificial intelligence over human intelligence, such as Deep Blue, AlphaGo, OpenAI Five, and GPT 3. In connection with them and with the favoured method of machine learning with deep learning, the term language model has appeared, which has the ambition to become the basis of general artificial intelligence (AGI). Critical responses, however, have been claiming that this is a dead end. An alternative view to these critical responses is attempted to be shown in this article, with consideration given as to whether the language model is just what critics consider it to be or whether something more can be sought behind it.
</abstract>

Thinking about the language models and what we can do with them

<abstract xmlns="http://www.w3.org/1999/xhtml">
Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.
</abstract>

Exploring multiple intelligences and language learning strategies among science and technology students in a Malaysian university

<abstract xmlns="http://www.w3.org/1999/xhtml">
Based upon meaning holism in the philosophy of language, this article discusses issues of intercultural communication and explores the philosophical basis of cultural difference, pointing out that cultural difference does have its necessity, but can be bridged through language exchange and education under the guidance of a holistic view of language. This is so because culture essentially consists of a system of beliefs that a language user has of the world, life and society. Such being the case, this article proposes an independent, systematic and specialised curriculum for the teaching of culture so as to help students enrich their system of cultural beliefs, by virtue of questioning and speculating in an effort to find the rationale for foreign culture beliefs.
</abstract>

Philosophical inquiry into intercultural communication and the teaching of culture in foreign language teaching

<abstract xmlns="http://www.w3.org/1999/xhtml">
The issue of compulsory preschool education in the Czech Republic and Slovakia is a topical one as a result of the obligation to educate children prior to the start of basic school (primary education) being introduced over the past five years. The objective of the research whose results are presented in this study is to ascertain what attitude parents in the Czech Republic and Slovakia have in regard to the compulsory education of their children in the year prior to joining basic school. The research was based on two key concepts, specifically the obligation of educating children prior to joining basic school, and attitude as a relatively enduring evaluation of the object to which it relates. We used a scaled questionnaire of our own construction for data collection, administered via a web interface. In applying a Likert scale, a five-point scale was used, with statements separated into five dimensions. After validation, the research tool comprised 36 items. Convenience sampling was used to set up the research sample. Data collection was implemented in the Czech Republic and Slovakia, with the sample incorporating 337 respondents, each of whom had to have at least one child of preschool age. In processing the research data, both core statistical characteristics and a non-parametric Friedman Test were made use of. Calculations were made using the STATISTICA and SPSS programs. The surveyed parents assessed compulsory education a year prior to joining basic school as important, they did not see any exceptional change in the life of the family in the implementation of compulsory preschool education, and they appreciated its benefits for the future educational journey of their children. No fundamental differences were recorded between the attitudes of parents in the Czech Republic and Slovakia. The research also showed that it would be useful to look at parents who are not in the mainstream and their children who appear disadvantaged upon joining basic school through the approach of their parents for further research on this issue.
</abstract>

Parents’ attitudes to compulsory preschool education in the Czech Republic and Slovakia

<abstract xmlns="http://www.w3.org/1999/xhtml">
It is incontrovertible that African, and in particular, isiXhosa children’s oral songs play a significant role in the educational and instructional facets given their propensity to contribute to children’s cognitive development when used and applied meticulously. Bearing that in mind, this article aimed to unravel two selected children’s oral isiXhosa songs in respect of their didactic and pedagogical components. The principal objective, among others, was to determine their latent interplaying meanings. The sociocultural theory of learning was deployed to examine the two songs while the songs themselves served as a primary source of data subsumed under qualitative research methodology. The examination and discussions maintained that isiXhosa children’s oral songs contain educational and instructional dimensions that may not be privy to everyone, and as such, it is consequential that they continue to be probed. The closing remarks underlined the deficit in the evaluation of isiXhosa children’s songs concerning their didactic and pedagogical facets.
</abstract>

An examination of the educational and instructional facets in isiXhosa children’s oral songs

<abstract xmlns="http://www.w3.org/1999/xhtml">
In Slovak kindergartens, teachers are increasingly encountering increased diversity from both children and parents. This is due to the introduction of compulsory preschool education from 2021 for all 5-year-old children and the gradual implementation of the vision of inclusive education, which increases the demands on teachers’ approach to children and the search for more effective strategies in mutual communication and cooperation with parents. This has received minimal consideration in the research field, despite the fact that it is the parents who can serve as important allies for teachers in the development and progress of children. The purpose of the present study was to explore parents’ experiences with institutional preschool education and to discover what kindergarten teachers and directors should know about parents with preschooler. Qualitative research was conducted with 7 parents whose experiences were explored using the methods of constellation with figures, semi-structured interview and researcher’s diary. The data collected were analysed and interpreted through an interpretative phenomenological analysis. The results of the research showed that parents’ subjective experience of their children’s preschool education in kindergarten is linked by 5 common themes, which include (1) selection of kindergarten, (2) the adaptation process, (3) teacher’s personality, (4) cooperation with kindergarten, (5) the importance of preschool education, while each theme includes subthemes and quotations that further specify parents’ experiences. At the same time, the research results revealed that institutional preschool education has significant relevance not only in the lives of children, but also for the parents.
</abstract>

The phenomenon of institutional preschool education from the parents’ perspective

<abstract xmlns="http://www.w3.org/1999/xhtml">
This article offers a discussion of the intricate relation between the human body and its technological supplementation. It argues that while the physical body may seem to sublimate in the plethora of discourses, it keeps reasserting its materiality via processes of technologization which capture perception and cognition in a constant cycle of disembodiment and re-embodiment. The article offers an analysis of Elizabet Goldring’s work with the Seeing Laser Ophthalmoscope, and her RetinaPrints (a unique form of visualization) to comment on the ways in which lived experiences are inexorably linked to practices of fragmentation, prosthesis and technological mediation.
</abstract>

Technics, Perception, Différance Narrating the Seeing-Machine?

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Volume 11 (2023): Issue 3 (December 2023)

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Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 