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The Brief Inventory of Thriving (BIT) provides a holistic measure of well-being, but has only been validated for adults, and does not have a Hindi version. The present study investigated the unidimensional structure, internal consistency, convergent/discriminant, and criterion validity of both the original English version of the BIT (BIT-E) and its Hindi-translated version (BIT-H) among adolescents in India. Further, we tested measurement invariance across these two language versions, gender, and academic disciplines. A total of 534 adolescents were recruited across two samples ( N 1  = 224 and N 2  = 310) from five schools using convenience sampling. Both versions demonstrated excellent psychometric properties, with unidimensional structure, good internal consistency, convergent/discriminant, and criterion validity with a number of psycho-educational correlates. Partial scalar invariance was achieved across language versions and gender, while strict invariance was established across academic disciplines. The BIT, in both English and Hindi, appears to be an excellent measure of well-being for adolescents. Limitations, directions for future research, and recommendations for using the BIT-E and BIT-H among adolescents in research and applied settings are discussed.

Bu çalışmanın amacı; Yapılandırmacı Düşünme Envanteri'ni [Constructive Thinking Inventory, Epstein, 1993] Türkçe'ye uyarlayarak geçerlik ve güvenirlik çalışmaları nı yapmaktır. Çalışmada ilk olarak envanter maddeleri Türkçeye çevrilmiş ve çeviri geçerliliği incelenmiştir. Envanterin dilsel eş değerliği için kasıtlı örnekleme yoluyla İstanbul ili Kadıköy ilçesinde 8 ilköğretim okulunda görevli bulunan 42 İngilizce öğretmeninin görüşlerine başvurulmuştur. Bu kapsamda envanterin öncelikle İngilizcesi, üç hafta sonra da Türkçesi uygulanmıştır. Güvenirlik çalışması için seçkisiz örnekleme yöntemi ile İstanbul İli Kadıköy İlçesi'ndeki 20 ilköğretim okulunda görev yapan 362 öğretmenin görüşlerine başvurulmuştur. Envanter maddelerinin dilsel eş değerliklerinin belirlenmesi amacıyla eşleştirilmiş grup t-testi, maddetoplam ve madde-kalan korelasyonlarını belirlemek amacıyla Pearson çarpım momentler korelasyon analizi, envanteri oluşturan maddelerden elde edilen puanların üst ve alt grup ortalamaları arasında istatistiksel açıdan anlamlı bir farkın olup olmadığı nı belirlemek amacıyla bağımsız grup t-testi, envanterin Türk öğretmenlerinden elde edilen puanların oluşturduğu faktör yapısını incelemek amacıyla açımlayıcı faktör analizi ve envanterin güvenirliğini belirlemek için Cronbach Alpha iç tutarlılık kat sayısı hesaplama teknikleri kullanılmıştır. The purpose of this study was to adapt the CTI to Turkish and invesitgate the Turkish version of the CTI . First, the CTI items were translated to Turkish and translation validity of the items were investigated. Second, for the language equivalency of the CTI, 42 ESL teachers from eight different secondary schools in <stanbul were selected as a sample. First the CTI English version and 3 weeks later the CTI Turkish version were applied to this group, respectively. Next, 362 teachers from 20 different secondary schools at in <stanbul were sampled and reponded to the Turkish CTI in order to investigate the inventroy's reliability. A paired-samples t-test was used in order to obtain the language eguivalency of the CTI items. In addition, Pearson Product-Moment Correlation coefficients were used in order to determine itemtotal and item-reminder analyses. Independent sample t-tests were used to define the differences between the lower and upper group means acquired by the CTI scores. An exploratory factor analysis was done in order to investigate the factor structure of the Turkish CTI on the basis of Turkish teachers' scores. Cronbach alpha internal consistency coefficient was used to investigate the reliability of inventory.

This study was an approximate replication of Rothman (2011),examining the determiner phrase syntax of a large sample (n = 211) of L3 learners of Portuguese who spoke English and Spanish. Rothman (2011) investigated whether L3 Italian or Brazilian Portuguese speakers are differently impacted by another known Romance Language, if it was their L1 or L2. The original study concluded that groups did not perform differently on experimental tasks on the basis of a null effect, and that the typological similarity of Spanish, Portuguese, or Italian predicts transfer in the initial stages of L3 acquisition. The present replication recreated all materials, which were unavailable, and examined the same population and questions. However, rather than examining L3 Italian and L3 Brazilian Portuguese, the present work maintained a constant L3 Portuguese. Learners were divided into two groups in a mirror-image design (n = 96 L1 English-L2 Spanish, n = 115 L1 Spanish-L2 English), and data were collected online. Like the original study, there was no main effect of group in any of the two-way analyses of variance. However, results show that it should not be assumed that experimental groups behave equivalently based on a null effect: Of the four total post hoc tests of equivalence, only two were significant when the equivalence bounds were set at a small effect size (d = $ \\pm $ .4). Ultimately, it is argued that determining the smallest effect size of interest and subsequent equivalence testing are necessary to answer key questions in the field of L3 acquisition.

Purpose The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers. Design/methodology/approach This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis. Findings Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status. Originality/value Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from (N = 74) randomized teachers' classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.

This study compares verb collocations with emotion words related to happiness and anger in English and Arabic subtitles using Sketch Engine's corpus and Word Sketch functionality. The research employs a mixed-methods approach, combining quantitative analysis of LogDice statistics and qualitative examination of subtitle samples. The study aims to identify differences in verb collocations between the two languages, explore patterns and translation strategies in subtitling, and evaluate Sketch Engine's effectiveness in facilitating statistical analysis for translation research. The study reveals a prevalent use of literal translation in subtitling, which often results in unnatural expressions in the target language, mainly when dealing with emotion-related collocations that differ between English and Arabic. The research underscores the significance of corpus-based methodologies in translation studies and demonstrates Sketch Engine's efficacy in identifying linguistic patterns and collocations across different contexts. This study contributes valuable insights for enhancing subtitle translation efficiency and cultural appropriateness while deepening the understanding of linguistic and cultural nuances in subtitling emotional expressions.

Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) serve the breadth and diversity of Asian American, Native Hawaiian, and Pacific Islander (AANHPI) students by developing culturally engaging programs, services, and interventions. This case study focuses on how one public 2-year AANAPISI enacted programs to serve recent immigrants in an English for Speakers of Other Languages (ESOL) program, including a novel embedded counseling intervention where counselors visited the same ESOL classrooms several times throughout the semester. We draw upon classroom documentation, student survey data, and interviews with students, faculty, and counselors to understand the challenges reported by students in ESOL programs and to explore how the institution marshaled resources and targeted supports to specifically serve newcomer immigrants and English learner students. ESOL students faced academic and linguistic insecurities, had gaps in college knowledge, and expressed a lack of connectedness to campus. Embedded counseling was a structure that served these students by directly responding to student needs and cultivating relationships between students and key campus staff, thereby fulfilling both the AANAPISI and community college missions of the institution.

Purpose: Surface electromyography (sEMG) is often used for biofeedback during swallowing rehabilitation. However, commercially available sEMG electrodes are not optimized for the head and neck area, have rigid form, and are mostly available in large medical centers. We developed an ultrathin, soft, and flexible sEMG patch, specifically designed to conform to the submental anatomy and which will be ultimately incorporated into a telehealth system. To validate this first-generation sEMG patch, we compared its safety, efficiency, and signal quality in monitoring submental muscle activity with that of widely used conventional sEMG electrodes. Method: A randomized crossover design was used to compare the experimental sEMG patch with conventional (snap-on) sEMG electrodes. Participants completed the same experimental protocol with both electrodes in counterbalanced order. Swallow trials included five trials of 5- and 10-ml water. Comparisons were made on (a) signal-related factors: signal-to-noise ratio (SNR), baseline amplitude, normalized mean amplitude, and sEMG burst duration and (b) safety/preclinical factors: safety/adverse effects, efficiency of electrode placement, and satisfaction/comfort. Noninferiority and equivalence tests were used to examine signal-related factors. Paired t tests and descriptive statistics were used to examine safety/preclinical factors. Results: Forty healthy adults participated (24 women, M[subscript age] = 67.5 years). Signal-related factors: SNR of the experimental patch was not inferior to the SNR of the conventional electrodes (p < 0.0056). Similarly, baseline amplitude obtained with the experimental patch was not inferior to that obtained with conventional electrodes (p < 0.0001). Finally, normalized amplitude values were equivalent across swallows (5 ml: p < 0.025; 10 ml: p < 0.0012), and sEMG burst duration was also equivalent (5 ml: p < 0.0001; 10 ml: p < 0.0001). Safety/preclinical factors: The experimental patch resulted in fewer mild adverse effects. Participant satisfaction was higher with the experimental patch (p = 0.0476, d = 0.226). Conclusions: Our new wearable sEMG patch is equivalent with widely used conventional sEMG electrodes in terms of technical performance. In addition, our patch is safe, and healthy older adults are satisfied with it. With lessons learned from the current COVID-19 pandemic, efforts to develop optimal swallowing telerehabilitation devices are more urgent than ever. Upon further validation, this new technology has the potential to improve rehabilitation and telerehabilitation efforts for patients with dysphagia.

A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language background and reading levels, then randomly assigned to either morpho-phonemic analysis teaching word origins, morpheme and syllable structures, or traditional whole word study teaching multiple sentence contexts, meaningful connections, and spellings. Both groups made comparable gains in learning the target words, but the morpho-phonemic group showed greater gains in reading unfamiliar words on standardized tests of word reading, including word attack and word recognition. Findings support theories of word learning and literacy that promote explicit instruction in word analysis to increase poor readers’ linguistic awareness by revealing connections between morphological, phonological, and orthographic structures within words.

The low literacy rates and high incidence of reading disabilities, including dyslexia and developmental language disorders (Cassidy et al., 2021; Jonesa & Manger, 2019), that have been found among adults in US prisons indicate that many students in correctional education do not possess the literacy skills to successfully complete a high school equivalency program. Therefore, in addition to traditional instruction, supplemental reading interventions are needed to bootstrap students’ skills and motivation to learn and read. This article describes the results of a randomized controlled trial of the New Century Noah Text (NCNT) reading intervention (Mariage et al., 2024) conducted with 38 women enrolled in a correctional adult basic education class. Women in the treatment condition received the 72-lesson NCNT digitally mediated reading intervention as part of their daily instruction, while the control group received their business-as-usual instruction. Data were collected at pretest and posttest on vocabulary, fluency, comprehension, and experience with reading. TABE Reading and Language scores were also collected before and after the intervention for both conditions. Study results include significant improvement on language, vocabulary, and positive perceptions of reading experience. In addition, social validity was rated highly for each component of the NCNT intervention. Implications for practice, policy, and research are discussed.