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Third Person Reference in Late Latin
The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks as well as studies that provide new insights by building bridges to neighbouring fields such as neuroscience and cognitive science. The series considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language.
eBook
Measuring foreign language anxiety among learners of different foreign languages: in relation to motivation and perception of teacher’s behaviors
This study investigates foreign language anxiety among Indonesian undergraduate students of English, French, Japanese, Korean and Arabic language programs, and examines its relationship with students’ motivation and their perception of teachers’ behaviors. Questionnaires were distributed to 182 s-grade undergraduate students majoring in five foreign languages at an Indonesian public university. One-way ANOVA analysis revealed that learners of Japanese have the highest foreign language anxiety level compared to others. Furthermore, using independent sample T-test method, it showed that learners of non-Latin languages group (Japanese, Korean, and Arabic) have a higher foreign language anxiety level than those of Latin language group (English and French). The relationship between foreign language anxiety, learners’ motivation and their perception of teachers’ behaviors, was analyzed using a multiple-regression method, and the finding indicated that learners’ motivation does not affect foreign language anxiety. Meanwhile, their perception of teacher’s behaviors significantly affects foreign language anxiety. Based on the results, the present study suggests that foreign language teachers should give more attention to their teaching method and behaviors applied inside the classroom, and on how to create a more conducive learning environment in the classroom in order to reduce foreign language anxiety experienced by their students.
Journal Article
What learning Latin verbal morphology tells us about morphological theory
The Classical Latin verb has featured prominently in theoretical morphology. In particular, the notoriously unpredictable forms of the past participles that nevertheless show reliable syncretism with a semantically diverse set of deverbals challenge our notions about the relationship between form and meaning. The various treatments of this system disagree not only in their theoretical building blocks but also in their basic assumptions about what ought to be explained, which makes it difficult to properly evaluate them against one another. This paper aims to empirically motivate the prior assumptions about productivity and arbitrariness that drive these accounts. In applying insights developed for child language acquisition to a large Latin corpus, the theoretical frameworks are compared on equal footing. It becomes clear that the productive past participle forms do not line up well with the frequency-based assumptions of prior accounts and instead mirror the diachronic developments that the system underwent on its path to Romance. A new treatment is proposed to incorporate the acquisition results and to conform with diachronic outcomes. The methods developed here reveal explanatory gaps in the theories that had not previously been appreciated and emphasize the importance of quantitative evidence from a range of sources in future morphological analysis.
Journal Article
Artificial intelligence applications in Latin American higher education: a systematic review
Over the last decade, there has been great research interest in the application of artificial intelligence (AI) in various fields, such as medicine, finance, and law. Recently, there has been a research focus on the application of AI in education, where it has great potential. Therefore, a systematic review of the literature on AI in education is therefore necessary. This article considers its usage and applications in Latin American higher education institutions. After identifying the studies dedicated to educational innovations brought about by the application of AI techniques, this review examines AI applications in three educational processes: learning, teaching, and administration. Each study is analyzed for the AI techniques used, such as machine learning, deep learning, and natural language processing, the AI tools and algorithms that are applied, and the main education topic. The results reveal that the main AI applications in education are: predictive modelling, intelligent analytics, assistive technology, automatic content analysis, and image analytics. It is further demonstrated that AI applications help to address important education issues (e.g., detecting students at risk of dropping out) and thereby contribute to ensuring quality education. Finally, the article presents the lessons learned from the review concerning the application of AI technologies in higher education in the Latin American context.
Journal Article
Technically an EL
Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first language (L1) users of English. The authors offer case studies of three students who fit this linguistic profile. They examine the ways that teachers working with these students struggle to make sense of this raciolinguistic category and often resort to discourses of languagelessness as an explanation. The researchers document the ways that these discourses negatively impact the educational supports provided to the students. The authors end with a call for developing new conceptualizations of the language practices of Latinx students in these programs that resist discourses of languagelessness and, instead, frame the fluid bilingualism of these students as a resource for learning.
Journal Article
Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents
This study investigated the hypothesis that academic vocabulary instruction infused with morphological analysis of bound Latin roots-such as analysis of the relation between innovative and its bound root, nov (meaning “new”)-will enhance word learning outcomes for English Learner (EL) adolescents. Latinate words with bound roots comprise a majority of general academic vocabulary words in English and are ubiquitous in texts across content areas. However, the effect of instruction in this area of morphology is unclear. Theory suggests that morphological knowledge is a critical component of lexical representations, binding a word’s phonological, orthographic and semantic features. We hypothesized that instruction in bound Latin roots would (a) produce stronger outcomes for learning academic words by strengthening semantic and orthographic representations, and (b) equip students with morphological analysis skills to problem-solve new words. Employing a within-subjects design, 84 EL students participated in both of two counterbalanced conditions: vocabulary intervention without roots (comparison) and vocabulary intervention with roots (treatment). Effects on learning meanings of academic words were similar across conditions. However, the “with roots” condition showed large treatment effects for morphological problem-solving of unfamiliar words, and also suggested positive treatment effects on lexical access, lending partial support to our hypothesis that instruction about bound Latin roots contributes to EL adolescents’ academic vocabulary learning.
Journal Article
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—designed to pose linguistic ideological dilemmas (LIDs) for participants. Findings from multimodal thematic analysis suggest that during the study, engaging in LRI afforded teacher candidates space to explore tensions surrounding broader ideologies in circulation (ideological infrastructures), as well as personal ideological orientations towards themselves, their future learners, and society. These tensions generated dilemmas that caused participants to engage in language and ethnicity gatekeeping in ways that revealed the impact of institutionalized ideological stances toward linguistically and ethnically diverse speakers. Implications include (1) potential ways for faculty and students interested in LRI implementation to interrogate sociopolitical dimensions of language use across disciplines, (2) better understanding of whether and what type of ideological clarity may emerge from LRI in tertiary classrooms, and (3) how LRI might contribute to the disruption of less nuanced approaches to serving linguistically diverse learners in higher education.
Journal Article
More human than human: measuring ChatGPT political bias
We investigate the political bias of a large language model (LLM), ChatGPT, which has become popular for retrieving factual information and generating content. Although ChatGPT assures that it is impartial, the literature suggests that LLMs exhibit bias involving race, gender, religion, and political orientation. Political bias in LLMs can have adverse political and electoral consequences similar to bias from traditional and social media. Moreover, political bias can be harder to detect and eradicate than gender or racial bias. We propose a novel empirical design to infer whether ChatGPT has political biases by requesting it to impersonate someone from a given side of the political spectrum and comparing these answers with its default. We also propose dose-response, placebo, and profession-politics alignment robustness tests. To reduce concerns about the randomness of the generated text, we collect answers to the same questions 100 times, with question order randomized on each round. We find robust evidence that ChatGPT presents a significant and systematic political bias toward the Democrats in the US, Lula in Brazil, and the Labour Party in the UK. These results translate into real concerns that ChatGPT, and LLMs in general, can extend or even amplify the existing challenges involving political processes posed by the Internet and social media. Our findings have important implications for policymakers, media, politics, and academia stakeholders.
Journal Article
Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs
Many schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths’ critical consciousness. This teacher ideology of assuming DL is “inherently culturally relevant” led to significant issues. For example, teachers believed DL would improve Latinxs’ academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students’ outcomes, teachers made sense of Latinxs’ underperformance in DL through racist explanations and did not interrogate the program’s cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the “Spanish-dominant” students, and teachers pointed to Latinxs’ cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness.
Journal Article