Textual Invention and Quotation

The development of linguistic competencies in students has become one of the most crucial aspects of modern higher education. In today’s globalized and knowledge-based society, linguistic competence serves not only as a means of communication but also as a foundation for intellectual growth, critical thinking, and professional success. This article explores the advantages of developing linguistic competencies in students, highlighting their impact on academic achievements, intercultural communication, employability, and personal development. The research emphasizes the role of interactive methods, information technologies, and practice-oriented learning in fostering linguistic competence, ultimately preparing students to become competitive specialists in both national and international contexts.

The article examines whether an exchange stay in a target language country contributes to the development of the professional foreign language teacher by integrating the forms of knowledge: episteme, techne, and phronesis. The students who participated in the study have chosen Spanish as one of their teaching subjects in the primary school teacher education programme at a Norwegian educational institution. Through a collaboration with two other Norwegian educational institutions, the institution has established an exchange programme with partner universities in target language countries to take the language subject there. A few months after completing the exchange programme, the students participated in a follow-up interview to reflect on the learning outcomes from the exchange. The interviews were analysed thematically, and the following main thematic areas were identified: 1) Personal development, 2) Development of professional competences, 3) Development of linguistic competence. The analysis of the interviews shows that the exchange has contributed to personal development, where the students improved their abilities to meet different students and be open to other perspectives. Furthermore, the students have developed their professional competence both by becoming more aware of the language skills needed to use the language in authentic situations and by being introduced to different forms of teaching. The students have also developed their linguistic competence, both by learning more about the language and through active use of the language in different situations. The article concludes that an exchange to a target language country provides students with valuable experience, professional development and confidence as language users, which will contribute to motivating foreign language teaching. This means the exchange stay also contributes to integrating the three forms of knowledge – episteme, techne, and phronesis –into the students' future practice. The biggest challenge the students must continue to work on is maintaining the language even in a busy everyday life after the exchange programme.

This study evaluates the impact of technological tools such as Duolingo and Kahoot on the development of linguistic competencies in foreign language students at the State University of South Manabí. Introduction: the integration of digital technologies in education has transformed traditional methodologies, yet challenges remain in their implementation across educational contexts. Objective: to determine how these platforms enhance grammar, listening comprehension, and oral expression skills compared to traditional methods. Methods: an experimental design was used with 120 students divided into three groups: a control group with traditional methodology and two experimental groups using Duolingo and Kahoot, respectively. Kruskal-Wallis tests and post hoc analyses were applied to identify significant differences. Results: Duolingo proved effective in grammar and listening comprehension, while Kahoot excelled in improving oral expression. The experimental groups significantly outperformed the control group in all evaluated competencies. Conclusions: the use of educational technologies like Duolingo and Kahoot significantly improves linguistic competencies and represents a replicable strategy for challenging educational contexts.

In contemporary society, bilingualism and biculturalism constitute a sustained focus of scholarly inquiry, as globalization and migration have positioned individuals within complex interactions across multiple languages and cultural frameworks. This phenomenon encompasses not only the development of linguistic competence but also the formation of social and cultural identities, reflecting a multi-layered process. The objective of this study is to systematically examine the interrelations among bilingualism, biculturalism, language, culture, and individual identity, and to empirically assess the social and cognitive outcomes of children’s development within these contexts from an early age. Keywords: bilingualism, biculturalism, language and culture, individual identity, socio-cultural development

This research seeks to identify the reality of storytelling teaching and its role in the acquisition and development of linguistic competence for primary school children in Morocco, as well as describe and analyse the structural and didactic difficulties faced by school teachers when using storytelling. To attain the aims of our research, a questionnaire was administered with a sample of 100 teachers from public and private schools, covering both urban and rural settings. The analysis of the findings uncovers a lack of knowledge of storytelling structure and an almost total absence of teacher training in storytelling didactics. In light of the findings, it appears that the role of storytelling in teaching is significant for the acquisition and development of linguistic competence; hence, teachers must be well qualified in this area, both in the pre-service and in-service (continuing) training. Finally, we have outlined the study’s strengths and limitations and proposed several recommendations to improve the current situation.

This study explores how integrating political discourse analysis into French as a Foreign Language (FLE) / French as a Second Language (FSL) class impacts the motivation and civic engagement of undergraduate students in the Applied Modern Languages program, at the Faculty of International Business and Economics, within the Bucharest University of Economic Studies. The applied component relies on a constructivist pedagogical approach implemented during FLE classes, drawing on four main cooperative techniques: content analysis of a selected corpus of political speeches, the study of rhetorical elements, roleplaying, and simulations. The case study follows a quantitative methodological approach, combining contrastive questionnaires and systematic observations, to assess the effects of these educational activities on students’ engagement and learning. Findings indicate that the use of dynamic educational activities enhances the overall effectiveness of the learning process. This approach supports both the development of linguistic competencies and a critical understanding of contemporary political discourse, while also promoting democratic values and greater awareness of current sociopolitical issues.

This paper serves as a contribution to the debate on the author’s studies concerning the correlation between the development of linguistic competence and the conditions for the psychosocial development of children and youth in multilingual families. The following deliberations present the point of view of a neurological speech therapist and concerns language difficulties, which are prevalent in multilingual people. This paper was based on the author’s own studies and patient observations. The objective was to show that the linguistic and psychosocial development of people in bi- and multilingual families is different and carries additional risks. The following considerations lead to the final conclusion that being a citizen of the world and immersion in many cultures can be a beautiful adventure for a young person; in which they should be supported by family, teacher and multilingual speech therapist.

The article explores the development of linguistic competence in future English teachers, focusing on its phonetic, lexical, grammatical, and discourse components. It characterises linguistic competence as essential for both language accuracy and communicative fluency, emphasizing its role in academic, professional, and intercultural contexts. The research highlights the main challenges Ukrainian learners face, including differences in pronunciation, word order, tense usage, articles, and cohesive devices. A comparative analysis of English and Ukrainian linguistic features identifies specific areas requiring targeted instruction. The study demonstrates that a structured, stage-by-stage approach effectively enhances linguistic competence, integrating techniques such as minimal pair drills, phonetic transcription, articulation exercises, and shadowing native speech patterns to improve pronunciation. Lexical competence is developed through vocabulary-building tasks, contextual guessing, and role-playing activities. Grammar competence is strengthened through structured drills, transformation exercises, and communicative tasks that emphasize accuracy and fluency. Discourse competence is advanced by engaging students in discussions, summarizing texts, constructing essays, and practicing cohesive devices for logical text organization. The research proves that combining theoretical knowledge with practical application improves linguistic accuracy and spontaneous speech production. The findings emphasise the importance of explicit instruction, interactive practice, and progressive skill development, ensuring comprehensive proficiency and preparing future teachers to communicate confidently and accurately.

This study explores the role of identity attributes that influence an individual’s association with language-based clusters within multinational enterprises (MNEs). Current research on language in international business has shown that language is a core element of one’s social identity and employees in MNEs can form homophily-based clusters with those who share their native language, and such clusters can significantly influence communication and knowledge sharing within MNEs. However, research assumes that clusters are static and does not take into consideration the role of attributes other than language that could influence individual association with these clusters and the resultant dynamics. We conducted a qualitative comparative case study of two MNE headquarters in India and found evidence of language-based meta- clusters in both organizations and discerned that employees’ linguistic identities often intersect with identities related to gender, regional dialects and education. Our data revealed cleavages in language-based meta-cultures based on dialect-based status differences as well as disassociation from clusters by female employees which seems to be driven by gender-based stereotypes and associated in- and out-group biases. Based on these findings, we develop a process model to explain the dynamic processes by which these identity attributes change the composition of language-based clusters over time. These changes have important consequences for communications and group dynamics within organizations, particularly as they relate to power, status and affect. Keywords: Gender; language; language-based clusters; regional dialects; social identity; status; stereotypes.

Translation is centrally important for religion in two ways. First, most religious communities encounter their sacred texts entirely through translations; and, second, religious texts as an object of study are usually read in translation by scholars of religion. The translation of sacred texts is problematic in terms of its nature (translation method/strategy, process, readership) and the status of the product (as authoritative sacred text). When the translation of sacred texts is institutionalised, translations are regulated with strict controls on translators, source texts, translation methods, and readership. On the one hand, regulation may entail forbidding all translation; on the other, regulation may focus on the source text resulting in a literal translation, which keeps the sacred text largely incomprehensible to the masses. When intercultural and interlinguistic comprehension of the text matters more than its linguistic form, more openness towards translation method results to the detriment of the principle that sacred texts should be heard, read, and understood as religious artefacts derived from their ancient cultural context. Furthermore, the future of a religion as a living historical tradition depends on the translation of its sacred texts for new contexts. Where a sacred text is well-known, the continual impulse for re-translation is driven by expanded readership, improvements of earlier translations, and remediation of misinterpretations and outdated language. Focusing on the South African context, examples are presented from the history of religious translation within the Jewish religious tradition, Christianity, and Isl?m, to illustrate the spreading, circulation, shaping and reshaping of religious knowledge by translation.

Instagram has emerged as a dynamic platform for self-expression among Indonesian college students, where linguistic creativity is prominently displayed through the use of code mixing in captions. This study explores the patterns and sociolinguistic functions of code mixing as part of students’ linguistic identity construction in digital spaces. Employing a descriptive qualitative approach, the research draws data from 30 public Instagram captions selected purposively based on specific criteria, including the presence of Indonesian and English code mixing, authorship by student users, recency of upload, and account accessibility. The captions were analyzed using Muysken’s (2000) typology of code mixing, namely insertion, alternation, and congruent lexicalization while their functions were interpreted through a sociolinguistic lens focusing on identity expression, emotional resonance, aesthetics, solidarity, and communicative efficiency. Findings indicate that alternation is the most prevalent form of code mixing (50%), followed by insertion (36.7%) and congruent lexicalization (13.3%). Students employ code mixing not only to enhance communicative clarity but also as a stylistic and symbolic act of positioning themselves within both local and global cultural frames. English is often used to convey prestige, cosmopolitanism, and creative expression, while Indonesian retains its role in grounding personal authenticity and cultural belonging. These patterns suggest that social media platforms like Instagram serve not merely as communication tools but as performative arenas where young users actively construct and negotiate their linguistic identities. The study underscores the evolving role of digital media in shaping bilingual expression and highlights code mixing as a deliberate linguistic strategy in the formation of hybrid digital personas.

This article examines the interactional work in which two groups of secondary ESL students engaged to achieve and sustain participation in group oral assessment, which is designed to assess a student’s interactive communication skills in a school-based assessment context. The in-depth observation of the ways in which participants co-constructed talk-in-interaction led to the discovery of the particular pattern of speech exchange within each group.Within the higher-scoring group, the students engaged constructively and contingently with one another’s ideas, demonstrating a range of speech functions such as suggestions, agreement or disagreement, explanations, and challenges, which resulted in opportunities for substantive conversation and genuine communication to be engineered. Within the lower-scoring group, the resulting interactions appeared more structured, apparently as a result of the pre-set prompts that were originally set for the purpose of facilitating within-group discussion. However, a picture emerges of lower-scoring group members naturally engaging in negotiation of meaning over linguistic impasses, which turned out to serve as the stimulus to collaborative dialogue. There is also evidence of lower-scoring group members assisting each other through co-construction both to find the right linguistic forms and to express meaning. The nature of these interactions suggests that the group oral assessment format, as operationalized in this context, can authentically reflect students’ interactional skills and their moment-by-moment construction of social and linguistic identity. However, the lack of contingent development of topical talk within the lower-scoring group implies that the assessor’s good intentions in providing pre-set prompts may end up restricting students’ performance. The risk of such task/topic-related effects on the quality of student discourse and interaction warrants further research.

Within a broad turn toward identity‐focused pedagogies, educators are increasingly recognizing the critical impetus to engage with gender in expansive and inclusive ways. However, challenges persist. Often inadequate supports are exacerbated by a lack of empirical investigations into whether and how gender‐just language teaching may contribute to student learning. Thus, very little is known about how this ethical imperative interfaces with linguistic outcomes. To respond, this study analyzed linguistic accuracy and complexity in assignment data from 112 US undergraduate students enrolled in one of three iterations of an intermediate French course, which varied in whether and when gender‐just pedagogies were introduced. Results indicated that gender‐just language pedagogies contribute to significantly lower overall mean error rates but do not have a statistically significant relationship with mean length of utterance. Implications are discussed, including the clear benefit of an early‐and‐often approach to gender justice in the language classroom.

In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.

The present article reports on the results of a three-year pedagogical experiment aimed at exploring the possibilities for enhancing students’ linguistic competence through systematic and purposeful study of morphological units and categories. The main objective of the research is to trace the effect of implementing a methodological model for the formation and improvement of grammatical skills within the school environment. The analysis focuses on the outcomes of examinations of students’ reproductive texts, with particular attention given to the types and frequency of grammatical errors observed at each stage of the experiment. The obtained data outlines trends in the development of language literacy and offer guidelines for optimizing Bulgarian language instruction.