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Social media as a fast-growing mode of communication has disruptive tendencies that create language change in digital contexts. A global trend of language transformation from words to pictograms (graphicons) in digital communication is observed in messaging language use, usually initiated by the young people in online interactions which eventually becomes established. This paper examines the functional use of graphicons such as emoji, sticker, GIF and meme as effective communication tools in digital conversations. Specifically, the study aims at exploring usage trends and meaningful ways the visual icons are used to achieve communication goals with or without texts. Data was purposefully drawn from 309 screenshot messages obtained from the respective class representatives of the selected classes’ WhatsApp platforms of students in Accounting, Computer and Systems Engineering Departments of the University of Lagos. 203 google questionnaires and follow-up unstructured interviews were also used to collect data. Pragmatic analysis of data was conducted using the Gricean cooperative principles or conversational maxims as the theoretical underpinning. Results show that emoji and sticker in particular, are an intrinsic part of young people’s social media communication with strong chances of sustained usage. They are used mainly for reaction, rapport management and message clarification. New functional and more expressive graphicons are recommended for technological devices. This paper not only expands literature in the field of linguistics, but also contributes to the fields of digital/computer communication and language development. It also fosters knowledge, facilitates understanding in digital user experience and adds pedagogical stimulus for students and software developers.

The English language is undoubtedly lingua franca of contemporary globalised world. Besides its widespread use in official communication among different countries, it has also huge impact within the borders of one country as well. Taking into account the fact that nowadays it represents the basic communicative tool in the field of medical science it has acquired both scientific and educational value. The concept of genre is a key term in medical communication and includes the written and spoken genres. International use of English in the field of medical science encompasses not only sheer transfer of new information and ideas but adoption of the well established features of written and spoken genres. However, it should be emphasized that these genres are at the same time dynamic and subject to changes in wider contexts surrounding this discipline. Engleski jezik je nesumnjivo lingua franca u savremenom globalnom svetu. Pored široke upotrebe u zvaničnoj komunikaciji među različitim zemljama, engleski jezik ima veliki uticaj i unutar granica jedne zemlje. Uzimajući u obzir činjenicu da danas predstavlja osnovno sredstvo komunikacije u oblasti medicinske nauke, engleski jezik dobija naučnu i obrazovnu vrednost. Koncept žanra jeste ključni termin u medicinskoj komunikaciji i uključuje pisani i usmeni žanr. Međunarodna upotreba engleskog jezika u oblasti medicinske nauke obuhvata ne samo prenošenje novih informacija i ideja već i usvajanje opšte poznatih osobina pisanog i usmenog žanra. Međutim, treba naglasiti da su ovi žanrovi istovremeno dinamični i skloni promenama u širem kontekstu ove discipline.

This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont'ev's work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified, and correlated the tools that mediated the technicians' activity, and we studied the mathematical meanings that emerged. A systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts) and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of the technicians' activity, while the constant interrelation and association of these tools during the working process addressed the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers' perspective. Technicians' emerging mathematical meanings referred to place value, spatial, and algebraic relations and were expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the findings are discussed.

Purpose The purpose of this paper is to see how critical and vital artificial intelligence (AI) and big data are in today’s world. Besides this, this paper also seeks to explore qualitative and theoretical perspectives to underscore the importance of AI and big data applications in multi-sectoral scenarios of businesses across the world. Moreover, this paper also aims at working out the scope of ontological communicative perspectives based on AI alongside emphasizing their relevance in business organizations that need to survive and sustain with a view to achieve their strategic goals. Design/methodology/approach This paper attempts to explore the qualitative perspectives to build a direction for strategic management via addressing the following research questions concerned with assessing the scope of ontological communicative perspectives in AI relevant to business organizations; exploring benefits of big data combined with AI in modern businesses; and underscoring the importance of AI and big data applications in multi-sectoral scenarios of businesses in today’s world. Employing bibliometric analysis along with NVivo software to do sentiment analysis, this paper attempts to develop an understanding of what happens when AI and big data are combined in businesses. Findings AI and big data have tremendous bearing on modern businesses. Because big data comprises enormous information of diverse sorts, AI-assisted machines, tools and devices help modern businesses process it quickly, efficiently and meaningfully. Therefore, business leaders and entrepreneurs need to focus heavily on ontological and communicative perspectives to deal with diverse range of challenges and problems particularly in the context of recent crises caused by COVID-19 pandemic. Research limitations/implications There is hardly any arena of human activity wherein AI and big data are not relevant. The implication of this paper is that of combining both well so that we may find answers to the difficult and challenging multi-sectoral scenarios concerning not just businesses but life at large. Moreover, automated tools based on AI such as natural language processing and speech to text also facilitate meaningful communication at various levels not just in business organizations but other fields of human activities as well. Social implications This paper has layered social implications, as it conceptually works out as to how strategically we may combine AI and big data to benefit modern business scenarios dealing with service providers, manufacturers, entrepreneurs, business leaders, customers and consumers. All the stakeholders are socio-culturally and contextually rooted/situated, and that is how this study becomes socially relevant. Originality/value This paper is an original piece of research and has been envisioned in view of the challenging business scenarios across the world today. This paper underscores the importance of strategically combining AI and big data, as they have enormous bearing on modern businesses. The insights arrived at in this paper have implications for business leaders and entrepreneurs across the globe who could focus more on ontological and communicative perspectives of AI combined with Big Data to deal with diverse range of challenges and problems that modern businesses have been facing particularly in recent times.

Objectives. This article reports on the adaptation procedure of the MacArthur-Bates Communicative Development Inventory (MB-CDI): Words & Gestures into Czech. The parental-report questionnaire screens communicative development in infants aged 8 to 18 months and focuses on general communicative skills, active and passive vocabulary, and communicative gestures. The content of the Czech adaptation needs to reflect the communicative practices specific to the Czech language and cultural environment. Methods. The final item list for the questionnaire was developed by combining a variety of methods including translations, parental diaries from 44 caregivers an expert focus group, and a corpus survey. The preliminary questionnaire was piloted in two rounds, altogether in 95 Czech caregivers and 100 children. Preliminary content was drawn from translations and parental diaries. These items were reduced based on assessment of child-development experts and frequency in four Czech-language corpora. Item analysis was conducted after each of the pilot rounds to remove from the final content words or gestures which were infrequently checked. Conclusions. This process assured that the Czech CDI screens communicative development on items relevant to the Czech linguistic and social landscape. As such, Do vyko I offers a powerful tool to measure communicative development in local children and may also find use in research of children with different developmental and linguistic characteristics. Limitations. The questionnaire is designed as a complement to other existing methods of communicative screening. The tool thus does not serve for final diagnosis but may help indicate an area problematic for the child or motivate further medical, cognitive, or linguistic assessment. The norming, validity, and reliability studies, which have been completed with Czech-speaking families, are not described in this article but separately in the tools manual.

Interdisciplinary team communication in eHealth development is challenging because all disciplines have unique, intrinsic discursive practices, theories and artefacts. Due to these factors, members of interdisciplinary teams can experience problems in communication and collaboration. Through a centered focus, members can benefit individually, inspire one another, and ultimately reach a timely delivery of their common pedagogical goal(s). Using the lens of dialogism, this paper aims to identify the conceptual considerations that arose during the development of a Massive Open Online Course (MOOC) for higher education in eHealth. Methods included auto-ethnography and interdisciplinary dialogue supported by literacy artefacts, including visual material. Results yielded a visual tool for meta-assessment of team communication, and an organizing principle for topics in the MOOC. A major implication is that especially for eHealth, scientific communicative competence of experts—while establishing a common understanding—can lead to a unique and meaningful delivery of high pedagogical quality.

Abstract   Victims of domestic violence (DV) frequently visit healthcare services, often without disclosing the DV they are experiencing. Despite the clinical relevance and public health urgency of addressing domestic violence, communication challenges during medical consultations persist. Healthcare professionals are often uncertain about how to recognise subtle indicators of DV, initiate conversations, or respond supportively when DV is disclosed. Barriers such as fear of offending the patient, lack of time, and insufficient training further hinder effective communication and timely intervention. What is missing from many clinical settings is a trauma-informed, structured approach to communication that balances clinical sensitivity with patient safety. While awareness of domestic violence is increasing, frontline practitioners often lack the confidence and competence to engage in meaningful dialogue about such experiences. Existing guidelines tend to focus on clinical procedures, with less emphasis on interpersonal communication and relational skills critical for supporting victims. In addition, multidisciplinary collaboration with social workers, psychologists, and support services is often underdeveloped, limiting holistic care responses. This skill-building workshop aims to address these gaps by offering health and allied professionals the opportunity to develop essential communication competencies in the context of DV. Participants will engage with the evidence-based tools and materials developed by the VIPROM EU project (https://viprom-cerv.eu/), which promote early identification, safe inquiry, and supportive response mechanisms in various health settings. Using interactive methods, including scenario analysis, and group discussions, the workshop will: • Improve participants’ ability to detect signs of domestic violence and initiate safe, compassionate conversations. • Strengthen trauma-informed listening and questioning techniques. • Explore ethical and safety considerations when addressing DV in health settings. • Promote interprofessional collaboration and referral strategies. This seminar will use materials of the VIPROM training module on communication (https://training.improdova.eu/en/training-modules-for-the-health-sector/module-3-communication-in-cases-of-domestic-violence/), which includes practical algorithms, conversation guides, and reflective exercises. Participants will work through real-life vignettes, exploring responses tailored to various cultural, gender, and age contexts. Emphasis will be placed on both verbal and non-verbal communication, active listening, and empowering the patient in the consultation process. This interactive workshop will equip health and allied professionals with essential communication skills to effectively address domestic violence in medical consultations. Participants will learn to identify and assess DV, build rapport with victims, facilitate safety planning, and navigate referral resources. Key messages • Skill-building workshop based on trauma-informed care and evidence-based tools like the European VIPROM training platform can significantly improve the quality and outcomes of patient interactions. • Strengthening communication capacities not only improves clinical outcomes but also reinforces healthcare as a frontline actor in the broader public health response to violence and inequality.

Background Children with cerebral palsy (CP) often experience cognitive, speech, and communication challenges that limit participation and daily functioning. Socially assistive robots (SARs) have emerged as a promising technology to support these domains, yet evidence remains fragmented across different settings, robot types, and intervention approaches. This scoping review aimed to map current research on SAR-based cognitive, speech, and communication rehabilitation for children with CP and to identify trends, gaps, and opportunities for future work. Methods The review followed the PRISMA-ScR framework. Six databases (PubMed, Scopus, Web of Science, IEEE Xplore, ScienceDirect, and EBSCOhost) were searched for articles published between 2015 and 2025. Eligible studies involved children aged ≤ 18 years with a confirmed diagnosis of CP and used a social robot with interactive or socially oriented features as part of cognitive, speech, communication, or engagement-focused rehabilitation. Screening and data charting were performed by four reviewers. Extracted data included participant characteristics, robot type, intervention setting, rehabilitation domain, outcome measures, and key findings. Results were synthesized descriptively and thematically. Results Twenty studies met inclusion criteria. SAR interventions were delivered in clinical, educational, or home environments and commonly targeted speech production, vocabulary, symbolic play, attention, and social engagement. Across studies, SARs improved motivation, communication attempts, engagement duration, and participation. Humanoid and animaloid robots were both effective as adjunctive tools, with high acceptance among children, parents, and therapists. However, evidence is limited by small sample sizes, short intervention durations, heterogeneous outcome measures, and limited inclusion of children with severe motor or communication impairments. Few studies evaluated long-term effects or standardized rehabilitation protocols. Conclusions Current evidence suggests that SARs are feasible and engaging tools that can enhance cognitive, speech, and communication rehabilitation for children with CP. To advance clinical integration, future research should include longer and larger trials, standardized outcome measures, personalization strategies, and assessments across functional classifications. Strengthening methodological rigor will be essential for translating SARs from prototypes into validated rehabilitation technologies. Trial registration Not applicable; this scoping review did not involve human participants in an intervention.

Purpose This paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed telecollaboration tasks and aid their completion by students. Design/methodology/approach The paper begins by reviewing traditional approaches and guidance for developing telecollaboration tasks. It then models how tasks can be designed using the popular AI tool “Chat Generative Pre-training Transformer (ChatGPT)” and then simulates how tasks may be completed by learners using ChatGPT-generated information as a springboard for their own culturally appropriate outputs. Findings The simulated lesson illuminates the potential value of AI tools for teachers and students. However, it also highlights particular aspects of AI literacy that teachers and learners need to be aware of. Practical implications This paper has clear practical implications for teacher development by raising awareness of the importance of teachers upskilling in telecollaboration task design and in their understanding of how AI tools can collaborate with them in language classrooms. Originality/value The paper adds to the current body of literature on telecollaboration and more specifically adds weight to current discussions taking place around AI tools in language education. By the end of reading the paper, teachers will have a comprehensive grounding in how to use ChatGPT in their classrooms. In doing so, the author demystifies how teachers and students may start exploring these tools in ways that target developing intercultural communicative competence.