<abstract>
<title style='display:none'>Summary</title>
Sociolinguists suggest language death entails significant cultural, personal, and ecological loss. Socio-cultural and socio-political factors exacerbate language erosion and encourage supplantation by another more dominant language. Hence, we ask: what are the sociocognitive principles which make language death hurtful and symbolic? Within this article, we attempt to outline a sociocognitive account of language death, situating the Hallidayan perspective of language as a “social-semiotic” system alongside a Cognitive Linguistic approach. We further contextualise language as inseparable from culture, drawing insight from the sociological thought of Bourdieu. We contend that language death entails psychological trauma, representing the destruction of cultural genealogy and the loss of knowledge intrinsic to personal self-imagery and identity. To this end, we present a case study of the Māori languaculture in Aotearoa (New Zealand), tracing the impact of colonialism and marginalisation to current efforts and ambitions to ensure the languacultural survival of Māori and reclaim space in Aotearoa as a respected knowledge system and means of expression, particularly in the socio-technical age of artificial intelligence (AI) and the Web. We argue that our analysis bodes practical implications for language maintenance and revitalisation, concluding that sociolinguistic practitioners should consider a socio-cognitivist as well as socio-technical paradigm for language intervention. In closing, we discuss leveraging AI technologies towards language heritage, archival, and preservation to limit the destructive impact of the death of a language.
</abstract>

Endangered Languages: A Sociocognitive Approach to Language Death, Identity Loss, and Preservation in the Age of Artificial Intelligence

<abstract>
<title style='display:none'>Summary</title>
Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.
</abstract>

Linguistic Hegemony and English in Higher Education

<abstract><title style='display:none'>Sommaire</title> Les enseignants des langues étrangères utilisaient très longtemps des méthodes traditionnelles comme celle de grammaire-traduction. Le travail des professeurs et des andragogues est plus complexe aujourd’hui qu’auparavant. Les trois dernières décennies ont vu de nombreux changements : évolution technologique, pluridisciplinarité des sciences, globalisation. L’enseignement actuel des langues étrangères s’appuie sur des sciences aussi diverses que la linguistique, la psychologie, l’informatique, les sciences de communication en se basant sur le Cadre européen commun de référence pour les langues3 dont le but est l’identification et la définition des facettes théoriques de l’apprentissage d’une langue. Cet article analyse l’enseignement du français aux douaniers lituaniens en mettant l’accent sur des approches et des techniques actives, en particulier sur l’approche hybride. Il analyse les programmes proposés par le Centre de la formation des douaniers de Vilnius en se concentrant sur une étude plus détaillée du programme de l’apprentissage hybride en français pour lequel le français de spécialité est une priorité. Cette approche appliquée à l’enseignement des langues étrangères, se révèle séduisante pour les adultes car elle facilite l’intégration à la vie professionnelle. Elle participe également à la réalisation de la politique de multilinguisme grâce à la coopération entre les enseignants des langues étrangères et les apprenants. Plus que d’autres, elle favorise également les synergies interdisciplinaires grâce à l’utilisation des nouvelles technologies et des documents authentiques dans des domaines très variés : de la vérification douanière des véhicules aux questions d’éthique des douanes. Cet article présente enfin 5 composantes de l’acquisition lexicale qui accompagnent la formation professionnelle des douaniers en français : linguistique, discursive, référentielle, socioculturelle et stratégique.</abstract>

Apprentissage du Français de la Douane dans le Cadre d’un Dispositif Hybride

<abstract><title style='display:none'>Summary</title>Several analyses have summarized the linguistic situation of Ukraine, highlighting various aspects of the problematic issues of Ukraine’s language policy. The fundamental problems of the linguistic situation in Ukraine are the lack of consensus regarding the issue of what role the Ukrainian language has in constructing the new post-Soviet identity and in nation building, what status the Russian language should be given in Ukraine. According to the data from the 2001 census, 80% of the adult population of Ukraine speak (at least) one other language fluently in addition to their mother tongue. In the country it is clear that the reality in most of Ukraine is of bilingualism. Almost everyone in Ukraine is bilingual; to varying degrees, a fundamental characteristic of the language situation in Ukraine is bilingualism of society. In spite of this, due to negative historical experiences, bilingualism is stigmatized in Ukraine, and that makes codification of bilingualism impossible on the state level. The paper shows the attitude of the political elite that took power after the overthrow of President Viktor Yanukovych towards the issue of bilingualism. We present how the linguists and representatives of the intellectuals comment on the bilingualism in Ukraine. The primordial, national romantic view that makes the Ukrainian language and the (free and independent) Ukrainian nation the same nowadays strongly dominates in Ukraine.</abstract>

Bilingualism in Ukraine: Value or Challenge?

<abstract><title style='display:none'>Summary</title>The paper aims to present a critical review of language policy development in Algeria since its independence (1962) to present time. It takes the policy of Arabization, an important turning point in Algerian history that was troubled with serious problems, as an example of language planning in the country. Data was gathered from policy documents, laws, and newspaper articles. It was then coded into themes before it was analysed employing a documentary research method. To provide a methodical discussion, the first part of the paper explores language policy and planning in Algeria. The second part discusses the impact of Arabization on the country’s current state of policy development in light of the debates over the national educational reforms of 2003. The third part highlights the quandary that language planners face during the processes of language planning and policy making. Lastly, the paper concludes with an evaluation of the process of language policy development in the country. The paper argues that in order to foster sustainable multilingualism and achieve effective educational reforms, a keener recognition of Algerian linguistic diversity by the government is imperative.</abstract>

Educational Reforms and Language Planning Quandary in Algeria: An Illustration with Arabization

<abstract><title style='display:none'>Summary</title> The paper presents the findings of the research carried out among the participants of the project ”Development of Content and Language Integrated Learning (CLIL) in Education” (2011-2013) that aimed to upgrade the competences of subject teachers enabling them to implement content and foreign language integrated learning approach in general education and vocational training. The data obtained through a survey indicates that the project participants developed a positive attitude towards the CLIL approach and positively assess the competences acquired during the programme. European Framework for CLIL Teacher Education proves to be a useful tool when designing training courses for specific target groups of qualified content teachers and a fifty hours' programme seems to be adequate to get acquainted with the fundamentals of CLIL. The project participants were most positive about their CLIL methodology competence development during the project and ability to identify appropriate subject content for teaching by using the CLIL approach. The weakest point identified by the participants involves languagerelated issues, such as ability to support language learning in content, balancing the target language used between the learners' and teacher's linguistic ability, and overall insufficiency of linguistic competences. One more issue indicated by the respondents is the absence of standards, guidance and administrative support, as well as quality assurance (content delivery, materials and assessment) in CLIL.</abstract>

CLIL Teacher Competences and Attitudes

<abstract>
<title style='display:none'>Abstract</title>
The relationship between globalization and translation is one of the new areas of research in Translation Studies. Globalization has led to unstoppable spread of the English language across the globe. Yet, contrary to expectations, not only has the need for translation services not diminished, but it also has increased. This, according to Pym (2003), sounds paradoxical since as the global use of English is on the increase, the need for translation should be waning. In other words, in spite of the fact that the use of English is triumphant and English is already considered the language of the global village, not only has the number of translations not decreased, but the demand for them is increasing. The present study was an attempt to investigate Iranian translators’ views on this paradox. In other words, the study sought the perspectives of translators in the periphery on the paradox to see how the paradox proposed by Pym can be explained from the point of view of Iranian translators. Using snowball sampling, twenty-two translators (all holding an MA or a PhD in Translation Studies) were selected. To collect data, semi-structured interviews were conducted. Interpretive analysis of the data revealed that there are numerous reasons that raise the status and role of translation and translators in the Iranian context, which were categorized under three broad categories, namely the limited target language (English), a preference for Persian over English and ideological issues. As regards the limited English language knowledge, the in-depth interviews showed that the younger generation’s proficiency is mostly confined to oral skills and cannot cover all aspects of the English language. In other cases, technical differences between the two languages were pointed out, which was taken as a barrier for feeling at ease with using English. Additionally, the pervasiveness of English words and phrases in society, and especially technological tools, makes people with little English proficiency feel the need for the translation of these foreign words and phrases. Another broad category concerns the preference of Iranians for Persian over English. Throughout the interviews, even PhD holders pointed out that they were not that much at ease with English, and some mentioned in the interviews that if they had both the English and the Persian version of a text, they would probably prefer the Persian version. Another reason for such preference was shown to be their lack of confidence in their knowledge of English even though they had an advanced level of understanding English texts/talks. The final category dealt with ideological issues at both macro- and micro-level. At the macro-level, some participants referred to the government policy that prioritizes the Persian language over foreign languages in society. At the micro-level, one participant believed that some individuals intentionally use Persian words and phrases to prevent the marginalization of the Persian language.
</abstract>

Need for Translation Services in the Globalized World: A Periphery-Informed Explanation

<abstract>
<title style='display:none'>Abstract</title>
The aim of this article is to analyze the situation of foreign language teaching and learning at the Institute of Foreign Languages of Vytautas Magnus University (VMU), within the framework of the promotion of multilingualism in the European Union and the language policy of VMU. Knowledge of the mother tongue and at least two foreign languages at a sufficient level for effective communication is an aspiration set out in the European Union documents. In this study, we examine how the university’s language policy contributes to the goal of EU multilingualism and the challenges posed by its implementation. For this purpose, data on language teaching at VMU Institute of Foreign Languages over the last ten years are analyzed. In addition, a survey conducted in spring 2022 is presented which aimed at finding out which factors influence the students’ learning of other languages. The results of these two investigations reveal that, while students acquire the proficient user level in English, there is a steady decline in the interest to study other languages apart English, and the number of students who choose other languages has been decreasing. Only a small percentage of them reach the proficient user level (B1–B2 on the CEFR scale), whereas the majority of them become familiar with a new language and end their studies at initial levels (A1–A2 on the CEFR scale). The students’ responses suggest that there is room for improvement in the university system to promote multilingualism; the lack of awareness of the importance of languages, the increasing predominance of English and the lack of motivation, as well as the negative experiences associated with learning, have a significant influence on the decline of interest in other foreign languages, thus constituting a major threat to the implementation of multilingualism policies.
</abstract>

Dynamics of Language Teaching at the Institute of Foreign Languages of Vytautas Magnus University: Challenges and Perspectives

<abstract>
<title style='display:none'>Abstract</title>
This article aims to answer the following questions: what is the distribution of dual pronouns in original and translated Lithuanian fiction texts; what English language patterns are rendered by Lithuanian dual pronouns; and how Lithuanian dual pronouns are translated into English. In line with the unique items hypothesis, it is hypothesized that dual pronouns, as a characteristic feature of the Lithuanian language, should be less frequent in translations, as English texts do not have an obvious translation stimulus. Corpus based methods were used for data extraction and analysis. Firstly, from the morphologically annotated ORVELIT corpus, all occurrences of pronouns in original and translated fiction were identified, and all dual forms were extracted. Parallel concordances of dual pronoun translations were obtained from the Lithuanian-English Corpus of Prose LECOP and the Parallel Corpus (English-Lithuanian translation direction) using the ParaConc software (Barlow, 2009). The most frequent forms of personal pronouns were chosen for further analysis: <italic>mudu, judu</italic> and <italic>jiedu</italic>. It has been found that differently from initial prediction, Lithuanian translations have similar or slightly higher numbers of dual pronouns in comparison to original Lithuanian texts. The data from English-to-Lithuanian translations shows several patterns rendered by dual pronouns, for example, when English plural personal pronouns describe two referents or when a combination of a personal pronoun and another referent is used with the conjunction <italic>and</italic>. When translating duals from Lithuanian into English, translators choose English plural forms of pronouns or use the formula ‘pronoun + referent/referent + pronoun’. To compensate for the loss of information about the number of referents or their proximity, translators use the number <italic>two</italic>. In original English texts, unlike in translated English texts, this usage was not frequent or common.
</abstract>

A Corpus-Based Study of Dual Pronoun Translation

<abstract>
<title style='display:none'>Abstract</title>
In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers’ practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers’ practices, the study explored and analysed two hundred and seventy-four teachers’ responses to the questionnaire “Teaching the Japanese language in multilingual classrooms – English medium instruction approach (EMI)”. The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers’ practices from fifty-seven predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers’ willingness to use EMI that can be classified into <italic>demographic</italic>, <italic>linguistic</italic>, and <italic>contextual</italic>. The results revealed several factors of significant influence, such as JFL teachers’ work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers’ language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.
</abstract>

Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-Native Speakers

<abstract>
<title style='display:none'>Abstract</title>
The paper describes a study on the most common English mistakes among Lithuanians in written tasks on the topic of business and finance. The study was conducted with high school students and university students, and the effectiveness of error feedback in reducing the occurrence of errors was also examined by comparing 2 written texts of each participant. Grammatical errors related to the use of articles and punctuation were found to be the most common types of errors, and feedback on errors was found to be an effective tool in increasing learner motivation and understanding, reducing common errors but not reducing the most common types of errors. The research showed that detailed, personalized feedback can help minimize mistakes in writing assignments, especially if it can be accessed during or in between tasks. However, it is uncertain whether this method will have long-lasting benefits or if improvements are dependent on continual feedback reference. Participants were advised to keep their error feedback forms and utilize teachers’ feedback as a constant guide for improvement. We plan to utilize data on frequently occurring errors to conduct additional research on tackling and enhancing language errors that have become ingrained, employing various strategies. Based on the findings, directions for future research were identified. In the future we intend to carry out a study, using controlled texts with a pre-determined number of errors in diagnostic testing. This would allow us to more precisely analyse learners’ improvements in the use of given structures, through a more extensive research.
</abstract>

An Analysis of the Most Common L1 Interference Grammar, Vocabulary and Syntax Errors of Lithuanian Learners in Written English

<abstract>
<title style='display:none'>Abstract</title>
Over the past few decades, increasing attention has been devoted towards the study of formulaic language, both in Lithuania and abroad. It is assumed that stable word combinations, rather than single words, are preferred in speaking and translating processes, which makes this study increasingly relevant. The idea of formulaic language is well reflected by light verb constructions as one of the collocation types, therefore this article aims to describe the use of these constructions in the analytic Spanish language. The article provides a theoretical overview of light verb constructions, their identification using the <italic>Sketch Engine</italic> computer program, and their usage in a representative-size corpus, compiled from the EUR-Lex database of documents from the original Spanish texts of the Advocate General’s Opinions of the Court of Justice of the European Union. The analysis of the use of Spanish light verb constructions in the analyzed text provided large objective data on their use, revealing the light verb constructions and their patterns typical to administrative Spanish. It has been found that the grammatical meaning of these light verb constructions is mostly represented by the following support verbs: <italic>tener</italic>, <italic>poner</italic>, <italic>dar</italic>, <italic>tomar</italic> and <italic>hacer</italic>. In combinations with nouns, these support verbs mark grammatical aspects such as mood, tense, person, and number. The frequent repetition of light verb constructions in the corpus indicates a standardized lexicon within the Spanish administrative language. In general, the high number of light verb constructions in the corpus reveals their importance in analytic Spanish, especially in the administrative legal language of the Advocate General‘s opinions.
</abstract>

The Use of Spanish Light Verb Constructions in the Advocate General’s Opinions of the Court of Justice of the European Union

<abstract><title style='display:none'>Summary</title>Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students. However, in a large number of contexts, schools also systematically and intentionally <italic>undermine</italic> the potential of immigrant-background and minoritized students to develop multilingual abilities. This undermining of multilingualism operates either by explicitly prohibiting students from using their home languages (L1) within the school or through ignoring the languages that students bring to school (benign neglect). In some cases, exclusion of students’ L1 is rationalized on the grounds that maintenance of L1 will hinder students’ integration into the mainstream society. In other cases, exclusion is based on the conviction that there is competition between languages and use of the L1 either in school or home will reduce students’ exposure to the school language (L2). The validity of this time-on-task argument is critically analyzed in the present paper. I argue that the research shows no consistent relationship between immigrant students’ academic achievement (in L2) and use of L1 in the home or in the school. By contrast, several research syntheses have highlighted the positive academic outcomes of bilingual programs for minoritized students and also the feasibility of implementing multilingual or translanguaging pedagogies in the mainstream classroom.</abstract>

Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice

<abstract><title style='display:none'>Summary</title>The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers’ lack of pedagogical skills to teach asylum-seeker students.</abstract>

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

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