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        <title>Sustainable Multilingualism Feed</title>
        <link>https://sciendo.com/journal/SM</link>
        <description>Sciendo RSS Feed for Sustainable Multilingualism</description>
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            <title>Sustainable Multilingualism Feed</title>
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            <link>https://sciendo.com/journal/SM</link>
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        <copyright>All rights reserved 2026, Vytautas Magnus University, Institute of Foreign Languages</copyright>
        <item>
            <title><![CDATA[Adaptive Translation Strategies for Culture-Loaded Terms in Chronicle of a Blood Merchant: A Three-Dimensional Eco-Translatological Analysis]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0019</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0019</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

In the context of globalization, the effective transmission of culture through translation has become a pressing concern, particularly in literary works where culture-loaded terms present significant challenges. This study investigates the translation strategies applied to culture-loaded terms in Chronicle of a Blood Merchant by Yu Hua, focusing on the English version translated by Andrew F. Jones. Based on ecotranslatology’s “three-dimensional” transformation theory—including linguistic, communicative, and cultural dimensions—this study explores the following question: How does the translator employ adaptive translation strategies for different categories of culture-loaded terms in Chronicle of a Blood Merchant to achieve dynamic balance across the three dimensions? A qualitative analysis of eight representative examples, categorized according to Nida’s classification of culture-loaded terms, reveals that different translation methods such as literal translation, free translation, and explanatory paraphrasing are selectively employed to negotiate cultural specificity. While the translator demonstrates a strong tendency toward communicative effectiveness and linguistic fluency, some cultural depth is inevitably compromised. The study argues for a more integrated approach to strategy selection under eco-translatology, one that maintains cultural integrity without undermining readability. Through analysis, this study reveals translators’ strategic preferences across different culture-loaded terms and examines their implications for cultural transmission, offering insights into the balance of linguistic, communicative and cultural dimensions.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Language Proficiency and Wage Premiums: A Review of Analytical Models with Reference to Lithuania]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0013</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0013</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This paper reviews multiple cross-national empirical studies and proposes a comparative analytical framework for the economic value of multilingualism in the Lithuanian labour market. The study draws on the concepts of human capital theory, language economics and communication efficiency models. By synthesising the main findings on multilingual labour markets, the paper shows how wage differentials related to language skills can be analysed using different statistical methods. The study uses an illustrative simulated data set based on the PIAAC methodology. The data indicate that individuals with proficiency in the national language (host-country) skills can expect an average wage premium of 18.8%. The findings of the study suggest that to strengthen the workforce in Lithuania, it would be beneficial to integrate language policy with educational and employment systems. The statistical results presented in this paper are based on a simulated dataset modelled on the PIAAC framework and do not represent empirical findings from real Lithuanian labour force data. Additionally, the proposed analytical model provides a novel perspective and addresses a specific gap in existing research on the economics of multilingualism in Lithuania. The framework highlights policy levers such as transparent language requirements, targeted L2 support, and recognition of minority language capital—that can operationalise sustainable multilingualism, i.e., maintain linguistic diversity while improving equitable labour-market access in Lithuania.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[“Wor(L)D”: Aesthetic and Experienced Multilingualism in Akvilina Cicėnaitė’s Novel “Anglų Kalbos Žodynas” / “A Dictionary of English” (2022)]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0018</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0018</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This article analyzes manifestations of multilingualism, focusing on their aesthetic and thematic functions in Akvilina Cicėnaitė’s autofictional novel Anglų kalbos žodynas [A Dictionary of English] (2022), which employs numerous languages, most frequently English, in a predominantly Lithuanian text to explore the migrant experience. The novel follows a Lithuanian writer and her French-Canadian husband on a road trip across Australia, in which both currently reside, and constantly find themselves in a state of translation between languages, different realities, and cultures. Each chapter of the novel is titled with an English word, forming a dictionary-like structure which frames the narrator’s meditative reflections. The research problem of the article is how multilingualism is made evident in Cicėnaitė’s text and what literary functions it performs in the novel. The analysis draws on theoretical propositions about literary multilingualism by Rainier Grutman (2006, 2024), Till Dembeck (2020), Werner Helmich (2016), Marianna Deganutti (2022), and others, as well as about the functions of multilingualism in fiction by Till Dembeck and Anne Uhrmacher (2016), András Horn (1981), Markus Huss (2021) and others. Central to the analysis is their emphasis on the constructedness of multilingual configurations in literary texts and the two functions, aesthetic and thematic (“experienced” multilingualism), literary multilingualism performs. First, the analysis explores how the novel’s narrative structure is supplemented with multilingual structures, which transform the text into a carefully organized multilingual textual space and enhance the exploration of the migrant’s condition. Then the analysis discusses the instances of “experienced” multilingualism, which root the narrative in specific social and cultural realia of multicultural and multilingual Australia. The article links the analysis of multilingual manifestations in Cicėnaitė’s text to the writer’s exploration of the experience of displacement, the condition of the migrant figure, and her efforts to find a relevant artistic expression for it.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[A Bibliometric Analysis of Sustainable Multilingualism: Insights from 25 Issues (2012–2024)]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0011</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0011</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

As an outlet in the field of multilingual studies, Sustainable Multilingualism (ISSN: 2335-2019; eISSN: 2335-2027) has contributed significantly to research on language diversity, education, and policy. Since its establishment in 2012, the journal has provided a platform for scholarship that addresses the complex dynamics of multilingualism in both local and global contexts. This bibliometric study examines the first 25 volumes of Sustainable Multilingualism (2012–2024) to evaluate its thematic evolution, authorship patterns, institutional and geographic reach, and citation performance. The corpus comprises 249 peer-reviewed research articles, which were analyzed using manual coding and bibliometric tools, including Excel and VOSviewer. The findings reveal that annual article output stabilized at ten per issue after 2016, reflecting consistent editorial capacity. Thematically, early volumes focused on identity, language policy, and rights, while more recent issues highlight digital multilingualism, English as a Medium of Instruction (EMI), and artificial intelligence in education. Lithuania, Türkiye, Latvia, Spain, and Poland emerge as leading contributors, with author affiliations spanning more than 40 countries. However, contributions remain unevenly distributed, with a strong European concentration and limited or no participation from the Middle East (excluding Türkiye and Iran), Oceania, Southeast Asia, South Asia, East Asia, Africa, South America, the Caribbean, and Central Asia. Citation metrics demonstrate a modest but growing impact: the journal’s CiteScore increased to 0.9 in 2024, its SCImago Journal Rank (SJR) rose to 0.211, and its h5-index reached 10, reflecting a steady integration into global scholarly discourse. Frequently cited and downloaded articles highlight the journal’s impact on multilingual education, migration studies, and research on endangered languages. The study concludes that while Sustainable Multilingualism has achieved international visibility and sustained scholarly contributions, expanding representation to include underrepresented regions would enhance diversity and further increase global engagement. Building on the findings, some recommendations are also included to guide the journal’s editorial strategy and future growth.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Applicability of Spolsky’s Tripartite Model in Three Contexts]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0012</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0012</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This study evaluates the applicability of Spolsky’s tripartite model of language policy, consisting of language beliefs, practices, and management across three different minority contexts in Europe. The research respectively targets Algerians in France, Hungarians in the UK, and Turks in Hungary. The first study centres around the national and community level, while the second and third studies focus on the family domain. For the case of Algerians in France, the study investigates language management by analysing governmental top-down language policies and probes language beliefs and practices among first-generation immigrants using a questionnaire. The second study shifts to the familial domain, using a questionnaire based on Spolsky’s tripartite model to explore bilingualism efforts among Hungarian-speaking mothers in the UK. Meanwhile, the Turkish context in Hungary utilizes both semi-structured in-depth interviews as well as a short questionnaire to examine Turkish families’ language management, beliefs and practices. The studies present varying results, with Algerians strongly upholding Arabic against the weight of French monolingual policies and the societal demands for using French. Moreover, Hungarian families’ efforts to meticulously cultivate bilingualism among their children are undermined by external pressures in education, leading to a more fluid bilingual experience. By contrast, the results showcase the shift of Turkish immigrants towards Hungarian due to intermarriages and the lack of institutional support. Although the findings underscore Spolsky’s model adaptability in depicting language policy dimensions across different contexts, it falls short of accounting for layers of complexity pertaining to the impact and role of external socio-political and economic factors. Furthermore, the model partially grasps the dynamic nature of multilingual identity construction. As such, these insights call for a rigorous investigation of these complexities in order to arrive at a better understanding of the fluid and ever-evolving nature of language policy as well as producing more context-sensitive policies.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Are Lithuanian Higher Education Teachers Ready for the Implementation of Plurilingual Approach?]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0014</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0014</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

The growing global outreach of the EU, intensified immigration, and increasing linguistic and cultural diversity have significantly affected the European higher education (HE) landscape. As HE institutions become more multilingual and multicultural, educators are expected to develop competences in linguistic sensitivity and plurilingual practices. This study addresses two research questions: do Lithuanian HE teachers consider themselves prepared to implement the plurilingual approach in their teaching, and do teacher education programs in Lithuania equip educators to work in multilingual and multicultural settings? The research was conducted in two stages. Firstly, the data of 67 Lithuanian HE language and EMI teachers responding to the questionnaire-based survey (developed by the APATCHE project team) were analyzed. Secondly, a preliminary screening of university courses was carried out across three teacher education programs (Initial Teacher Education, Continuous Professional Development, and BA/MA Philology programs) in two major teacher education centers in Lithuania: Vilnius University (VU) and Vytautas Magnus University (VMU). The findings suggest that Lithuanian HE is making progress toward greater linguistic and cultural inclusiveness. Teachers demonstrated a favorable orientation toward plurilingual practices, as reflected in their self-assessments. However, the curriculum analysis revealed that current and prospective language teachers are being insufficiently prepared for the challenges of multilingual classrooms. These results highlight the need to reconceptualize teacher training programs and expand opportunities for in-service and continuous language program teachers to acquire competences to meet the challenges of multilingual and multicultural classrooms.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Acquisition of Discourse Markers by ESP Undergraduates: Uncovering Sustainable Practices in Descriptive Essay Writing]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0015</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0015</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

The acquisition of discourse markers (DMs) by undergraduate students of English for Specific Purposes (ESP) constitutes a research problem that has not been thoroughly investigated from the vantage point of sustainable practices associated with the explicit and implicit modes of instruction. In the article, we present a quantitative study aimed at uncovering whether the acquisition of DMs would be sustainable within the period of one semester. To this end, the material of the study involves a corpus of descriptive essays written by a group of ESP undergraduates whose first language (L1) is Ukrainian and another foreign language is Russian (hereafter referred to as participants). One part of the corpus was written by the participants during the explicit mode of instruction, whereas another part was written during the implicit mode. The corpus was analysed using the software program AntConc (Anthony, 2022) to examine possible changes in the frequency of DMs over time. The quantitative investigation of the participants’ essays revealed the following key findings: while the explicit mode of instruction was associated with a substantial increase in the frequency of the occurrence of DMs in the participants’ descriptive essays, the implicit mode of instruction led to an abrupt decrease in the frequency of DMs as well as the narrowing of their repertoire. The findings, the novelty of the study and the pedagogical implications that arise from the findings are further discussed in the article.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Language Identity of an Engineering Professor: A Narrative Inquiry into Multicultural and Multilingual Experiences]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0017</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0017</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

One of the key aspects of exploring language identity in multicultural and multilingual environments is the transition from one’s native language to shared languages. This transition refers to the shift between languages that individuals experience within both everyday interactions and professional settings. However, this transition process remains underexplored despite its complexities. The present study seeks to address this gap by investigating the effects of language transitions on academics, especially those working in non-language disciplines. It aims to explore the complexities of language identity through the narrative of an engineering professor with over 30 years of academic experience in Indonesia, England, and Malaysia. Adopting a qualitative narrative inquiry approach, the researchers employed semi-structured interviews to examine the professor’s personal and professional journey, capturing detailed accounts of his experiences with Indonesian, English, and Malay. Key findings reveal that language adaptation extends beyond proficiency, encompassing emotional, cultural, and professional dimensions. The professor’s transition from vernacular languages to Indonesian, and later to English and Malay, highlights the challenges and strategies involved in balancing professional obligations with the imperative of cultural preservation. Immersion in English-speaking environments has significantly shaped his self-perception and communication styles, while returning to his hometown introduced complexities in reconciling global and local identities. The findings suggest a need for greater sensitivity to the broader implications of language transitions, particularly among academics outside language-focused disciplines, thereby contributing to a deeper understanding of language identity in diverse academic contexts.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Laisvės, Krikščioniškojo Tikėjimo Raiškos ir Cenzūros Sankirtos Grožinės Literatūros Vertimuose: Harrietos Beecher Stowe Romano „Dėdės Tomo Trobelė“ Atvejis]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0020</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0020</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

The connection between translation and censorship is one of the most inspiring subjects for the academic analysis that not only covers linguistic or cultural problems but sheds more light on important political issues as well. The current article focuses on the practical application of Soviet censorship techniques to the translation of Harriet Beecher Stowe’s novel “Uncle Tom’s Cabin” into Lithuanian. This canonical oeuvre of American literature was translated into the Lithuanian language and published in 1951. The aim of this article is to cast an attentive look at the theoretical considerations on the existing interconnection between the realms of translation and politics since these phenomena are seldom assessed in detail. After making an overview of different academic sources, it is possible to claim that Nicole Doerr’s (2018) basic premise on the prevalent existence of political translation is quite well-justified. The phenomenon of censorship, in turn, still happens to be sustained by the fear of authors and translators due to the potentially negative political evaluation of the dominant themes of certain literary works. The empirical part of the article is devoted to the examination of the Soviet censorship operating in practice in order to explain in what ways the translation of “Uncle Tom’s Cabin” into Lithuanian has failed to properly convey religious beliefs of the writer, which are closely linked to various fragments of the Bible. The hostility of the Soviet political elite towards essential Christian concepts was always systematic and consistent. However, the authentic practice of faith eventually turned into the essential obstacle to the political ambitions of the Communists to create a new Soviet man while diminishing the variety of existing attitudes and destroying the worldview based on religion.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Socialinių Emocinių Kompetencijų Ugdymas Taikant Mediacijos Strategijas Anglų Kalbos Pamokose]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0016</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0016</guid>
            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

In recent global practice, innovations in language teaching / learning go hand in hand not only with the use of Artificial Intelligence (AI), but also with the development of Emotional Intelligence (EI), with an emphasis on the integration of Social Emotional Learning (SEL) into the language teaching/learning process, and a shift from a four-skill model of language skills (listening, reading, speaking, and writing) to a four-communication mode model (reception, production, interaction, and mediation) (Council of Europe, 2020). SEL encompasses five broad and interconnected domains of competences: self-knowledge, self-management, social awareness, relationship skills and responsible decision-making, which can be learned in a variety of subject areas, with students of different ages and in different cultural contexts (Durlak et al., 2024). Various methodologies can be used for developing SEL competences, for example the innovative and increasingly popular teaching method – mediation, which the CEFR defines as the ability to help people understand each other, a complex text, an idea, or a cultural aspect when they cannot communicate or understand for various reasons. In order to investigate how mediation strategies in the English language classes can facilitate socially and emotionally enhanced language learning, the present research focuses primarily on the concept of SEL and the analysis of previous research on the enhancement of SEL competences in the educational settings, presenting a large-scale study of emotional intelligence among the Lithuanian youth. The introductory part also introduces the concept of mediation, the main mediation activities and strategies, and their potential application in language teaching / learning. In order to analyse the attitudes of students (N = 58) of Vytautas Magnus University Institute of Foreign Languages (VMU UKI) towards the use of mediation as a new method in the English language classroom and to improve their mediation and SEL competences, a study was conducted. The sample consisted of 58 students, 20 of whom were studying General English at B1 level and 38 of whom were studying Academic English at C1/C2 level according to CEFR. This study also presents a self-assessment analysis of the English language learners to assess their improvement in mediation and SEL competences. A quantitative research methodology and short semi-structured interviews were conducted to explore the needs, experiences and improved competences of the research participants. The results showed a positive correlation between the use of mediation strategies in the English language classes and the learners’ improved mediation and SEL competences. Based on the insights gained from the study, the paper provides practical recommendations for the use of mediation strategies in the English language classes and the development of learners’ socio-emotional competences.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Bilingualism in the Jordanian-Russian Family Residing in Jordan and its Impact on Communication Between its Members]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0003</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0003</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This research examines bilingualism in Jordanian-Russian families in Jordan, focusing on its impact on family interaction, cultural identity, and everyday communication. Using a qualitative approach that included interviews, participant observation, and language diaries, the study analyzed language use patterns within the family. The results showed that intersentential code-switching was the most common strategy, with children frequently alternating between Arabic and Russian within the same sentence. This strategy aligns with the Equivalence Constraint Theory, which posits that switching occurs at points where the grammatical structures of both languages align. For example, one child reported starting a sentence in Arabic and ending it in Russian due to the deeper meaning certain words convey in each language. Additionally, situational code-switching was observed, as children adjusted their language use based on the context, particularly when accommodating their parents’ varying proficiency levels, reflecting Communication Accommodation Theory. The study also found that bilingualism significantly affects the formation of children’s cultural identity, with some children developing a dual affiliation while others lean toward a single cultural identity. For example, children immersed in Jordanian society and Arabic-dominant settings identified more closely with Jordanian culture, while those with stronger ties to their Russian-speaking mothers and frequent visits to Russia maintained a deeper connection to Russian culture. The research highlights the challenges faced by Russian mothers in maintaining their native language at home and the importance of a supportive environment for bilingualism. It recommends enhancing parents’ understanding of the impact of bilingualism on their children, promoting balanced educational methods for integrated language development, and developing educational resources to support learning Russian alongside Arabic in the Jordanian context.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[A Systematic Review: Influence of Intermediate-Level Language Differences on Language Acquisition and Writing Competence]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0007</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0007</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This article reviews existing literature on cross-linguistic influence (CLI) in additional language acquisition, focusing on how learners’ awareness of differences between their primary and target languages impacts their writing competence. The study has its special focus on intermediate-level language differences, specifically expression patterns and usage preferences, and their influence on Chinese English learners’ writing. A systematic search of recent studies (last 15 years) was conducted using Google Scholar and CNKI with keywords such as “cross-linguistic knowledge,” “negative transfer,” and “writing competence.” The findings highlight significant CLI at the intermediate level, particularly in areas such as conjunction use, sentence structure complexity, avoidance of passive voice, and word repetition. These challenges stem primarily from differences in expression patterns between Chinese and English. Contrastive Analysis (CA) emerges as an effective tool for predicting errors, tailoring teaching materials, and explaining linguistic phenomena. However, research remains limited on how to enhance cross-linguistic awareness, especially in relation to intermediate-level features such as hypotactic and paratactic structures. The study underscores the need for more quantitative and empirical research to develop cross-linguistic competence and refine pedagogical strategies. Further exploration is essential to better understand how language differences influence writing performance and to create effective instructional approaches that address intermediate-level CLI.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Role of Collaborative Reading in Learners’ Home Language(S) in Developing Reading Comprehension in English]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0006</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0006</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This paper reports the findings of a study that the researcher undertook in order to develop the reading comprehension of a group of tertiary level ESL students. The researcher teaches in the department of English Language Teaching to a linguistically diverse class of thirty four students in an Indian university. It was observed that the students were not able to critically engage with the text, and the assignments that were submitted indicated a lack of understanding of the course materials. An intervention was planned which aimed to determine whether the use of home languages while making notes facilitates the comprehension of challenging academic texts. In the first stage of the study, the participants read the texts on their own and made notes on them based on which they wrote individual summaries in English. In the second stage, the participants discussed the content in English in groups of three and made notes based on which they wrote individual summaries in English. In the last stage, the participants discussed the content in their home language/s in the same groups and made notes in whichever language/s they were comfortable in. Then they wrote individual summaries in English based on the notes. The scores for each stage were compared. The findings revealed that the participants successfully produced more detailed notes and summaries when they worked collaboratively and used their own home language/s for discussion and taking notes.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[A Prism of Identities in Motion: Language Attitudes and Self-Reflection in Immigrant Women Through the Lithuanian Language]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0004</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0004</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

Whilst the social integration and sociolinguistic state of Lithuania’s largest national and ethnic minorities have received considerable academic attention in recent decades, studies on first-generation adult immigrants from all over the world have primarily discussed their challenges, motivations, and attitudes towards the Lithuanian language or learning it. However, a holistic investigation into first-generation adult immigrants’ self-reflection on their migration story, identity development, and interpersonal relationships through the Lithuanian language is currently overlooked. The article aims to explore language attitudes and identity as intertwined elements in first-generation adult immigrants’ understanding of themselves and Lithuanian society. Ten first-generation adult immigrant women were recruited for a pilot study and completed a questionnaire consisting of four sections: personal biography, language repertoire, Lithuanian language learning, and identity in transformation. Then, they participated in semi-structured interviews to share memories and future projections. Language attitudes are discussed in the article following the theoretical framework of three dimensions: cognitive, affective, and behavioral attitudes. The data show that the Lithuanian language is necessary to feel integrated and show respect to the country, however, the process of reevaluation of identity requires not only the learner’s efforts but also the encouragement of a supportive network of peers and relatives. Overall attitudes are positive, and learning Lithuanian, together with codifying cultural constructs, helps achieve the women’s feeling of personal independence to function in society as active citizens, not as temporary guests. Experiences with the COVID-19 outbreak, the importance of using digital learning tools, and the role of the acquired family are some of the factors influencing the development of new identities that emerged as a result of the research.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Investigating Phonological Development in L2 and L3 Among Mandarin Speakers in Hong Kong: A Case Study]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0008</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0008</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This study aims to determine how Mandarin speakers (MS) in Hong Kong (HK) acquire English (L2) and Cantonese (L3) pronunciation features, how the three languages interact in their language learning process, and to identify the pronunciation-related adjustment approaches that MSs use to overcome L2 and L3 pronunciation challenges. Five MSs in HK who had learned L2 for around 15 years were recruited. Three of them were at the intermediate stage of L3 learning and had learned L3 for 4 years. Two participants were at the beginning stage of L3 learning and had learned L3 for less than 6 months. All participants performed Mandarin, English, and Cantonese speech tasks and answered a questionnaire investigating MSs’ L2 and L3 pronunciation-related adjustment strategies and language learning experience. Acoustic results of the speech tasks identified cross-linguistic influence patterns from their first language (L1) to L3, from L2 to L3, and from L1 to L2 and then to L3. L3 beginners reported that they frequently used L2 sounds to learn L3 instead of using L1. However, MSs whose L3 was at the intermediate stage did not use their L1 or L2 features to learn L3, except for Cantonese tones. For the pronunciation-related adjustment strategies, the L3 beginners tended to rely on the assistance of other languages when communicating with HK Cantonese speakers using their L2 and L3. But the MSs who were at the intermediate stage of L3 learning rarely used other languages or code-mixing and tended to adjust their own speech (e.g., reducing accents, utilizing repetition, and embedding pausing).
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Multimodality and Mediation in the Policies Regulating the Official Schools of Languages: the Case of the Valencian Community]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0001</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0001</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

Since its recent implementation in the education curriculum as an independent language activity, mediation is currently the fifth language-related skill learnt and evaluated at the Official Schools of Languages in the Valencian Community (Conselleria d’Educació, Cultura i Esport, 2019a). Although this might be regarded as a positive change in line with new pedagogical trends (Catalayud-Díez, 2019) that foster plurilingual and pluricultural competence development (Council of Europe, 2020), the fact that mediation is approached as being purely linguistic does not correlate with the characteristics and needs of the 21st century, in particular, the call for multimodal literacies (Jewitt, 2008). The present study approaches mediation from the perspective of social semiotic multimodal analysis and its implications within the legislation regulating the Official Schools of Languages in the Valencian Community. Particularly, the fundamental goals of this study are (1) to find out how mediation is conceived in the legislation of the mentioned context, (2) whether multimodality is considered and, if so, (3) what multimodal aspects are acknowledged. As a first step, this study includes a literature review on the concept of multimodality and its relationship with mediation within the educational landscape. In addition, we performed a thematic analysis of the legal documents that regulate this official non-compulsory education context. Our findings revealed inconsistent terminology, misalignment between mediation guidelines and evaluation criteria, and both limited and incoherent references to multimodality. Therefore, a shift from the traditional way of approaching language skills towards a multimodal approach in this education context (Ciaramita, 2023) is key to conform to the linguistically diverse and technological society we live in (Alfonso-Lozano &amp; Giralt-Lorenz, 2014).
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Comparative Analysis of Lexical Bundles in Academic Writings by Native English Speakers and Turkish EFL Learners]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0005</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0005</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

Authentic language use frequently consists of repeated expressions called multiword units or formulaic utterances (Byrd &amp; Coxhead, 2010), which serve as essential “building blocks of discourse in both spoken and written registers” (Biber &amp; Barbieri, 2007, p. 263). Lexical bundles, a subset of formulaic sequences, are defined as “recurrent expressions, regardless of their idiomaticity, and regardless of their structural status” (Biber et al., 1999, p. 990). This study investigates the use of the most frequent 3- and 4-word lexical bundles in the TICLE, the Turkish component of the International Corpus of Learner English (ICLE), and the Louvain Corpus of Native English Essays (LOCNESS) as the control parallel corpus. The lexical bundles are classified according to their structural and functional characteristics based on the taxonomy developed by Biber et al. (2003; 2004). An interpretative contrastive analysis was conducted between the native (LOCNESS) and non-native (TICLE) data sets. The findings reveal that Turkish EFL learners overuse verb phrase fragments while underusing noun phrase and prepositional phrase fragments. Furthermore, texts in TICLE exhibit a lower lexical variety compared to those in LOCNESS. Regarding functional classification, although Turkish EFL learners produce fewer functional bundles overall, they tend to overuse a limited subset of them. These results suggest underlying issues in EFL pedagogy, particularly the need for explicit instruction on multiword units.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Censorship and Self-Censorship in Interwar and Soviet-Era Translations from French Into Lithuanian]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0009</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0009</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

Translation is part of the polysystem of society and is therefore linked to other systems, such as political and ideological power, economics, literature, socio-cultural factors, etc. As it develops together with society, translation constantly changes and undergoes transformations specific to a certain historical period and reflects the particularities of a country’s polysystems and socio-semiotic norms. The latter is reflected in different forms of translation, including both censorship and self-censorship. This study aims to analyse and compare censorship and self-censorship in the translations of canonical French literature into Lithuanian during the interwar and Soviet era, as well as to discuss the reasons, similarities and differences for the censorship and self-censorship of the research material within the broader context of the Polysystem Theory, socio-semiotic norms of translation, and the political powers of each period. To achieve this aim, the following objectives have been set: 1) to theoretically discuss the topic based on the Polysystem Theory, the socio-semiotic norms of translation, and other current scientific research on the topic of censorship; 2) to investigate mechanisms of selection of Lithuanian publications and censorship of translations during the periods from 1918 to 1940 and from 1940 to 1990; 3) to analyse the presence of censorship and self-censorship in the research material; 4) to compare censorship and self-censorship in translations from French into Lithuanian during the interwar and Soviet era in Lithuania, and to identify the reasons for their application, as well as their similarities and differences within a broader political, ideological, and sociocultural context. The aim and objectives of the study are achieved using the methods of scientific literature analysis, comparative and descriptive analysis. The research material consists of a representative amount of original and translated texts: the novel of Stendhal “Le Rouge et le Noir” (The Red and the Black) and its three translations into Lithuanian “Raudona ir juoda” (1939, 1949, 1976); “Le Nœud de vipères” (The Knot of Vipers) by François Mauriac and two translations of this book “Gyvačių lizdas” (1934) and “Gyvačių kamuolys” (1975); “Colomba” (Colomba) by Prosper Mérimée and two translations, both named “Kolomba” (1937, 1947); novel by Guy de Maupassant “Pierre et Jean” (Pierre et Jean) and translations “Pjeras ir Žanas” (1937, 1988); „Le Tartuffe ou l’Imposteur“ (Tartuffe, or The Impostor, or The Hypocrite) by Molière and its translations into Lithuanian “Tartifas ir Veidmainys” (1928) and “Tartiufas arba Apgavikas” (1967). The total size of the research material in both languages is 3 922 pages. A comparative analysis of censorship and self-censorship in the translation of French literary texts into Lithuanian revealed that during the periods from 1918 to 1940 and from 1940 to 1990 Lithuanian translators aimed to adjust translations to the polysystems of their society at the time and to control the unpredictability of translation while keeping in mind political, ideological and sociocultural norms of translation. All the examples of translations of canonical French literature into Lithuanian suggest that during the interwar, censorship primarily targeted politically unacceptable revolutionary parts of the originals; whereas during the Soviet era, religious, political and ethical censorship became more widespread. Furthermore, the research showed that translators of the interwar chose self-censorship more than translators of the Soviet era. It could have links with quite an obvious tendency during those years to adapt translations and make them as comprehensive as possible with the systematic cultural knowledge of the majority of readers at the time.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Guiding Learners in Using Machine Translation for Second and Foreign Language Learning: the Case at Malaysian Higher Education]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0010</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0010</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This study examines the instructional methods employed by university educators in Malaysia to facilitate learners’ use of machine translation (MT) in acquiring second or foreign language. The research aimed to delineate the effective strategies and techniques employed by instructors to steer learning, while also finding out the challenges and obstacles encountered throughout the instructional process. The researchers used a case study approach involving observations and interviews with four university instructors who incorporated MT into their second and foreign language classes. They were observed three times for the duration of one semester (14 weeks). Teaching observations focused on how the instructors guided learners in using MT with different strategies and techniques. At the same time, learners’ reactions were also recorded accordingly. It was found that instructors used several strategies and guidance methods such as drawing comparisons and parallels between MT and textbook output, carrying out whole class discussions and providing oral feedback on MT output. Additionally, direct instruction, oral guidelines, confidence building, and small group discussions were tapped upon for optimum intended learning outcomes. In implementing these strategies, instructors confronted several challenges, namely, learners’ inability to use effective contextual translation and limited knowledge in discerning accuracy of MT output. Instructors also noted the learners’ reckless use and sparse awareness of MT literacy. The study postulates the imperative need for both instructors and learners to enhance digital literacy. This will enable instructors to adeptly steer learners in leveraging MT for learning purposes, while empowering them to employ MT judiciously, to comprehend its constraints, and to integrate it synergistically with other language acquisition methodologies, thereby fostering enhanced learning outcomes. The study has implications for language educators and curriculum designers interested in incorporating technology into language teaching and learning.
]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Language Shift and Attitudinal Dynamics Among Ukrainian Female War Refugees in Lithuania]]></title>
            <link>https://sciendo.com/article/10.2478/sm-2025-0002</link>
            <guid>https://sciendo.com/article/10.2478/sm-2025-0002</guid>
            <pubDate>Thu, 05 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[

This article examines the change in language attitudes and practices among Ukrainian war refugees who arrived in Lithuania seeking for shelter. Russia’s invasion into Ukraine forced thousands of civilians to seek asylum globally. Within the Baltic countries, Lithuania became an especially tempting locality for the refugees because of the language factor. Most Ukrainians are bilinguals, with Russian as part of their linguistic repertoire, which facilitated communication with Lithuanians due to their shared history of using Russian during the soviet era. The issue of language in Ukraine has deep historical roots. This study describes the way two main languages in Ukraine (Ukrainian and Russian) have coexisted during various stages of the nation’s independent history. To understand the evolving language attitudes and preferences of Ukrainian war refugees, semi-structured interviews were conducted in Lithuania in the summer of 2023. It is noteworthy that all participants were women, reflecting the unique characteristic of the 2022–2023 Ukrainian refugee wave, which consisted predominantly of women and children. For the majority of the research participants— primarily from the eastern regions of Ukraine—Russian is their first language. The study results reveal that although many Ukrainian refugees initially rely on Russian to facilitate communication, the majority are gradually transitioning to Ukrainian. The data suggest that this shift cannot happen instantly, considering the diverse multinational and multilingual profiles of Ukrainians. However, the traumatic experiences of enemy’s occupation, refuge, lost family members and homes have significantly impacted individuals’ aspirations to undergo linguistic and identity transformations. Most of the participants stress an urgent need to preserve the Ukrainian language and culture, as the most powerful factors of their national identity.
]]></description>
            <category>ARTICLE</category>
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