My many selves are still me: Motivation and multilingualism

Two concepts of multilingualism that relate to the selves aspect of Dörnyei’s (2009) L2 motivational self system (L2MSS) are highlighted in this article: Thompson’s concept of perceived positive language interaction (PPLI) and Henry’s notion of the ideal multilingual self. With the dynamic model of multilingualism informing both concepts (Herdina & Jessner, 2002; Jessner, 2006, 2008), the intangible advantage that multilingual speakers have over monolingual speakers is clearly articulated in the discussion of this topic. The interconnectivity of language systems is an inherent aspect of the DMM; as such, both Thompson with PPLI and Henry with the ideal multilingual self incorporate the DMM as a framework to indicate the fluid nature of these constructs as additional language learning experiences are added to the system over time. This article further explores the dynamicity of multilingual learners’ language systems and the influences that induce change. Specifically, data from Thompson’s (2017b) study on LOTE learners are re-examined to explore this question. Additionally, excerpts from Natasha Lvovich’s (1997) The Multilingual Self, an autobiography of an L1 Russian speaker, are analyzed to present different possible models of incorporating the multilingual self and PPLI. The article ends with a discussion of an inherently multilingual context, as well as thoughts regarding the possibility of different types of future selves

Introduction to the special issue on languages other than English: A reality check and a glimmer of hope

The role of languages other than English (LOTEs) in K-16 education is rife with controversy, particularly in Anglophone contexts. In a recent edited volume, Lanvers et al. (2021) tackled this controversy head-on by creating an anthology that not only described the “language learning problems in Anglophone countries in a holistic and universal manner” (p. 8), but also offered “solutions and examples of positive, forward-thinking practice” (p. 8). Certainly, with the rise of Global English, and even more recently, with the sudden proliferation of AI-enhanced communication strategies, languages other than English are being further marginalized. This marginalization often comes in the form of extreme budget cuts and elimination of courses and programs, as is being seen in a variety of Anglophone contexts and is particularly salient in the US context (Kingson, 2023)

“Nonnative? Next!” Native-speakerism in world language job advertisements

Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in “native-speaker-teacher” bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching positions of different LOTEs that were posted by different post-secondary institutions across the United States. The findings of the study show that post-secondary institutions use discriminatory language such as “native” or “near-native” much more often than inclusive language such as “superior language skills,” regardless of the language(s) that the position advertises for. The findings, however, show that job candidates for teaching positions of LOTEs are often required to have “native” or “near-native” proficiency in at least two languages, most commonly English plus the target language of focus

“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning

The impetus of this study is to investigate students’ attitudes towards online language learning based on their previous academic experiences and year of study, including the decision to major or minor (i.e., motivation). A total of 975 students completed a survey questionnaire consisting of background information, Likert scale items, and open-ended questions. The quantitative data were analyzed using an exploratory factor analysis and one-way ANOVAs and were complemented with qualitative data based on students’ responses. Findings indicate that students generally want consistent access to online learning, and that students with prior online-learning experience or with a desire to take an online course presented a statistically significant more positive perception of online language classes. There were also differences in perception of success in the online classes between those students who intended to major or minor in the language and those who did not. The results further revealed a decline in perception of success in online classes with the higher-level classifications (i.e., year of study). This study provides baseline attitudinal data to be built upon in future research and informs stakeholders of language programs in their curricular decisions

Peptidylarginine Deiminase Isozyme-Specific PAD2, PAD3 and PAD4 Inhibitors Differentially Modulate Extracellular Vesicle Signatures and Cell Invasion in Two Glioblastoma Multiforme Cell Lines

Glioblastoma multiforme (GBM) is an aggressive adult brain tumour with poor prognosis. Roles for peptidylarginine deiminases (PADs) in GBM have recently been highlighted. Here, two GBM cell lines were treated with PAD2, PAD3 and PAD4 isozyme-specific inhibitors. Effects were assessed on extracellular vesicle (EV) signatures, including EV-microRNA cargo (miR21, miR126 and miR210), and on changes in cellular protein expression relevant for mitochondrial housekeeping (prohibitin (PHB)) and cancer progression (stromal interaction molecule 1 (STIM-1) and moesin), as well as assessing cell invasion. Overall, GBM cell-line specific differences for the three PAD isozyme-specific inhibitors were observed on modulation of EV-signatures, PHB, STIM-1 and moesin protein levels, as well as on cell invasion. The PAD3 inhibitor was most effective in modulating EVs to anti-oncogenic signatures (reduced miR21 and miR210, and elevated miR126), to reduce cell invasion and to modulate protein expression of pro-GBM proteins in LN229 cells, while the PAD2 and PAD4 inhibitors were more effective in LN18 cells. Furthermore, Kyoto Encyclopedia of Genes and Genomes (KEGG) pathways for deiminated proteins relating to cancer, metabolism and inflammation differed between the two GBM cell lines. Our findings highlight roles for the different PAD isozymes in the heterogeneity of GBM tumours and the potential for tailored PAD-isozyme specific treatment

An Integrated Approach to Developing Technical Communication Skills in Engineering Students

The Project to Integrate Technical Communication Habits (PITCH) is being implemented across seven engineering and computer science undergraduate programs. The overarching goal of PITCH is to develop written, oral and visual communication skills and professional habits in engineering students. PITCH activities begin in the very first semester and are reinforced and extended through all four years of each program. Senior design becomes the culminating experience in which students demonstrate the skills and habits acquired through PITCH courses. Student outcomes for the project were established based on an extensive survey of employers, alumni and faculty. Communication instruments include technical memoranda, poster presentations, oral presentations, laboratory reports, proposals, and senior design reports. In addition to text elements, the use of tables and graphics also are addressed. Advice tables, annotated sample assignments and grading rubrics are being developed for each instrument to assist students in their work and facilitate consistency in instruction and assessment across multiple instructors teaching different course sections. Within each of the seven programs, specific courses within all four years are targeted for implementation and assessment of technical communication skills. Roadmaps showing the target courses, and the instruments deployed and outcomes to be learned in each course are made available to students in each program. The different communication products are distributed across courses as appropriate, and the skills are developed at deeper and deeper levels as students progress through the years. Two critical and distinctive features of the project are that technical communication skills are fully integrated into the content of regular engineering courses and are taught by regular engineering faculty. These features will make PITCH sustainable over the longer term. In the first year of the project, 16 engineering and computer science faculty were trained by an external consultant through summer workshops to deliver and assess the technical communication instruments in their courses. All PITCH assignments submitted by students are being archived and will be used in a longitudinal assessment of the effectiveness of the project as the first cohort of students who started in fall 2012 near graduation. PITCH is funded by the Davis Educational Foundation and is designed to be self-sustaining after the three-year period of grant support. This paper describes the approach used, lists the PITCH student outcomes, and provides examples of the PITCH roadmaps, as well as the resources provided to students and faculty

Sparrows can't sing : East End kith and kinship in the 1960s

Sparrows Can’t Sing (1963) was the only feature film directed by the late and much lamented Joan Littlewood. Set and filmed in the East End, where she worked for many years, the film deserves more attention than it has hitherto received. Littlewood’s career spanned documentary (radio recordings made with Ewan MacColl in the North of England in the 1930s) to directing for the stage and the running of the Theatre Royal in London’s Stratford East, often selecting material which aroused memories in local audiences (Leach 2006: 142). Many of the actors trained in her Theatre Workshop subsequently became better known for their appearances on film and television. Littlewood herself directed hardly any material for the screen: Sparrows Can’t Sing and a 1964 series of television commercials for the British Egg Marketing Board, starring Theatre Workshop’s Avis Bunnage, were rare excursions into an area of practice which she found constraining and unamenable (Gable 1980: 32). The hybridity and singularity of Littlewood’s feature may answer, in some degree, for its subsequent neglect. However, Sparrows Can’t Sing makes a significant contribution to a group of films made in Britain in the 1960s which comment generally on changes in the urban and social fabric. It is especially worthy of consideration, I shall argue, for the use which Littlewood made of a particular community’s attitudes – sentimental and critical – to such changes and for its amalgamation of an attachment to documentary techniques (recording an aural landscape on location) with a preference for nonnaturalistic delivery in performance

Fragment screening reveals salicylic hydroxamic acid as an inhibitor of <em>Trypanosoma brucei</em> GPI GlcNAc-PI de-N-acetylase

The zinc-metalloenzyme GlcNAc-PI de-N-acetylase is essential for the biosynthesis of mature GPI anchors and has been genetically validated in the bloodstream form of Trypanosoma brucei, which causes African sleeping sickness. We screened a focused library of zinc-binding fragments and identified salicylic hydroxamic acid as a GlcNAc-PI de-N-acetylase inhibitor with high ligand efficiency. This is the first small molecule inhibitor reported for the trypanosome GPI pathway. Investigating the structure activity relationship revealed that hydroxamic acid and 2-OH are essential for potency, and that substitution is tolerated at the 4- and 5-positions

Leaf litter nutrient uptake in an intermittent blackwater river : influence of tree species and associated biotic and abiotic drivers

Author Posting. © The Author(s), 2014. This is the author's version of the work. It is posted here by permission of British Ecological Society for personal use, not for redistribution. The definitive version was published in Functional Ecology 29 (2015): 849-860, doi:10.1111/1365-2435.12399.Organic matter may sequester nutrients as it decomposes, increasing in total N and P mass via multiple uptake pathways. During leaf litter decomposition, microbial biomass and accumulated inorganic materials immobilize and retain nutrients, and therefore both biotic and abiotic drivers may influence detrital nutrient content. We examined the relative importance of these types of nutrient immobilization and compared patterns of nutrient retention in recalcitrant and labile leaf litter. Leaf packs of water oak (Quercus nigra), red maple (Acer rubrum) and Ogeechee tupelo (Nyssa ogeche) were incubated for 431 days in an intermittent blackwater stream and periodically analyzed for mass loss, nutrient and metal content, and microbial biomass. These data informed regression models explaining temporal changes in detrital nutrient content. Informal exploratory models compared estimated biologically-associated nutrient stocks (fungal, bacterial, leaf tissue) to observed total detrital nutrient stocks. We predicted that (1) labile and recalcitrant leaf litter would act as sinks at different points in the breakdown process, (2) plant and microbial biomass would not account for the entire mass of retained nutrients, and (3) total N content would be more closely approximated than total P content solely from nutrients stored in leaf tissue and microbial biomass, due to stronger binding of P to inorganic matter. Labile litter had higher nutrient concentrations throughout the study. However, lower mass loss of recalcitrant litter facilitated greater nutrient retention over longer incubations, suggesting that it may be an important long-term sink. N and P content were significantly related to both microbial biomass and metal content, with slightly stronger correlation to metal content over longer incubations.This work was funded by the USDA-CSREES Integrated Research, Education, and Extension Competitive Grants Program’s National Integrated Water Quality Program (Award No. 2004-5113002224), Hatch & State funds allocated to the Georgia Agricultural Experiment Stations, USDA-ARS CRIS project funds, and a Student Research Grant awarded to Andrew Mehring from the Odum School of Ecology, University of Georgia.2016-01-2

The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context

Foreign language learning in classroom settings has long been found to be associated with anxiety (Horwitz, 1986). Though it is known that sources of foreign language anxiety are varied (Young, 1991), whether anxiety is related to learners’ inherent beliefs about language learning is understudied. To this end, the present study examines the possible relationship between learner beliefs and language anxiety in the under-researched Turkish EFL context. A population of university-level Turkish EFL learners (n=153) completed the Beliefs about Language Learning Inventory (BALLI) and the Foreign Language Classroom Anxiety scale (FLCAS). The underlying constructs in both instruments were explored using an Exploratory Factor Analysis (EFA). A series of Pearson Product-Moment Correlation Coefficient (PPMCC) tests were performed on the factor scores from both instruments. The findings revealed that fear of ambiguity was positively linked to classroom performance anxiety and negative feelings towards English. In addition, the more confident learners feel themselves using English, the more desire they seem to have to interact with native speakers. Overall, positive beliefs about language learning may be helpful in reducing anxiety and boosting confidence in language learning. These findings not only enhance our understanding of the complex psychology of language learning but also have important implications for instructed EFL/ESL settings