Educational Linguistics

Motivation is a critical individual factor in language learning, with significant implications for the language classroom. This paper examines student motivation in English for Medical Purposes (EMP) and explores methods teachers can employ to enhance motivation levels. A survey was conducted among 285 first-and second-year students at the Faculty of Medicine, University of Belgrade, to assess their instrumental (extrinsic) and integrative (intrinsic) motivation. Students were also asked to evaluate the motivational impact of classroom activities and their effectiveness in improving the four language skills and preparing for the final exam. The results, which confirmed the expected dominance of instrumental motivation over integrative motivation, were analyzed and discussed in the context of previous studies on motivational components in learning English as a second/foreign language and EMP.

Scholars interested in exploring rites/ rights of passage and liminality in Italian studies are invited to submit a proposal for a special issue of Annali d’Italianistica to be published in the fall of 2027. A 300-500-word abstract and a short biographical note must be submitted by December 31, 2025. Proposals are invited to build on the theoretical concepts outlined above and their more recent developments. Essays are due in the early fall of 2026.

This article reports a 12-month, 120,000-token corpus study of Bangla-English codemixing in Bangladesh's social-media discourse across Facebook, Twitter, YouTube, and Instagram. Anchored in variational sociolinguistics and contact linguistics, we operationalise code-mixing using the Matrix Language Frame (MLF) model and related structural diagnostics (insertion vs. alternation; borrowing vs. switching), and we quantify platform effects on mixing frequency and structure. Findings indicate stable insertional patterns with Bangla as the matrix language; productive hybrid verb constructions (e.g., comment korchi, share korbo); strong preferences for Bangla determiners with English content nouns (e.g., ei app, amar phone); and domain-specific borrowing of digitalculture vocabulary. Platform affordances condition mixing: Facebook supports longer mixed turns, while Twitter compresses mixing and favours hashtag innovations; YouTube concentrates emphasis and evaluation in comment bursts; Instagram integrates visualtextual cues with searchable, multilingual tags. Demographic correlates (age, education, gender) are treated as tendencies rather than fixed categories. The article contributes (i) a transparent, replicable coding scheme for code-mixing in South Asia, (ii) cross-platform evidence of code-mixing as structured, not ad hoc, and (iii) research/pedagogical/policy implications of treating code-mixing as a regular, rule-bound resource in Bangladesh's digital communication ecology.

This chapter examines the foundations and current directions of language education policy (LEP) as a field of inquiry at the intersection of sociolinguistics, education, and political economy. It traces the field’s origins in post-WWII and postcolonial contexts, where language was framed as a problem, right, or resource, and explores how early frameworks were shaped by modern nation-building projects across geopolitical contexts. The chapter then turns to critical research on the entanglements between language, schooling, and social inequality, highlighting how language policies in education often reproduce dominant racial and class hierarchies under the guise of meritocracy. It addresses key critiques of additive and inclusion-oriented models, and emphasizes the contributions of translanguaging and culturally sustaining pedagogies. The final section introduces a recent epistemological shift that conceptualizes LEP as infrastructure, foregrounding the material, affective, and embodied dimensions of language in educational institutions. Drawing on feminist, decolonial, and infrastructural theories, this approach repositions language policy within broader regimes of neoliberal governmentality and urban transformation, paving the way for further future research.

L’uso del testo letterario nella classe di italiano L2/LS è spesso sottovalutato rischiando di rendere incompleta la competenza linguistico-culturale e comunicativa degli studenti. Di norma, infatti, si attribuisce poco spazio allo studio della
lingua e della cultura italiane in una delle sue forme più nobili, la letteratura, dimenticandone l’alto valore formativo. Alla luce di queste osservazioni, l’intento del
contributo è quello di migliorare la qualità della proposta linguistico-culturale in classe grazie all’impiego di testi letterari.

This issue -Youth at the Margins: Ethnographic Perspectives on Language and Liminalitypresents six papers examining the central role that language plays in our understanding of the idea of "liminality." The goal of this issue is to understand the ways in which children and young adults make sense of, speak about, and intervene in the contemporary conditions that shape their everyday lives across a range of institutional settings. Each of the contributors draws upon Victor Turner's (1969) theorization of liminality in the series of lectures published in The Ritual Process: Structure and Anti-Structure. Incorporating ethnographic field sites from across the globefrom Angola and Lebanon to Cyprus and Spain, along with the United Stateswe can gain new insights into youth's lives vis-à-vis their ability to negotiate identity, language, learning, and belonging. In addition to this Introduction and the six featured articles, we are pleased to include a book review of Sarah Hillewaert's Morality at the Margins: Youth, Language, and Islam in Coastal Kenya and an Epilogue written by Ofelia García. All of the contributors share a fundamental belief in the social nature of language and the power of language to confer social status. As a result, the authors bring a range of complementary disciplinary perspectives to bear on the study of language in institutional contexts, including: the metapragmatic study of discourse in schooling contexts, decoloniality and language use in diaspora, indexicality, and a linguistic anthropological approach to studying classroom interaction. Taken

O objetivo deste artigo é apresentar algumas considerações acerca do uso de diferentes instrumentos e critérios de avaliação da aprendizagem na sala de aula de línguas. Nosso estudo está situado na Linguística Aplicada e, com base nos preceitos teóricos da área, procuramos considerar os desafios educacionais, na sala de aula de línguas do século XXI, discutindo nossas experiências desenvolvidas na realidade da Educação Básica em uma escola do sistema regular de ensino. Para tanto, apresentamos uma breve discussão teórica acerca das questões que envolvem a avaliação em línguas estrangeiras/adicionais (LE/LA); em seguida, apresentamos exemplos de atividades avaliativas desenvolvidas nas aulas de Alemão, Espanhol e Inglês, contextualizando-as no espaço de aula em que ocorreram. Por fim, argumentamos a favor da diversidade de instrumentos, destacando a necessidade de repensar a avaliação na sala de aula de LE/LA, de modo que tal prática constitua-se cada vez mais como uma ação inclusiva, e não o contrário. Palavras-chave: avaliação da aprendizagem, línguas estrangeiras/adicionais, instrumentos de avaliação

Introduction

A speech act is basically an action that is realized through uttering a statement. According to speech act theory, the unit of linguistic communication is not the pronunciation of words and sentences; rather, such pronunciation is only part of communication, which is fully realized in the "Utterance". An utterance can range in length from a single word to an entire book, because in any case, it has one of the purposes of persuasion, news, announcement, etc., and encompasses three simultaneous acts performed by the speaker: the utterance act, the propositional act, and the illocutionary act.
For example, when we say, “Close the window,” first we have a sentence that includes several meaningful words. Secondly, by pronouncing this sentence, we have raised a case about the window, and thirdly, we have performed an action that is not obvious in the pronunciation and case of the said sentence, i.e., it is implicit, rather than explicit.
Looking at actions, instead of just paying attention to the meaning of words and phrases, tries to reach the implicit action of parts of speech. The way to reach this verb theme in the speech and in fact the way to reach the main purpose and goal that the speaker has from his speech is to pay attention to the situational context of the speech, as the same word can have different purposes in different situations.
The main aim of this article is to find out how speech acts worked in one of the most famous illustrations of Mathnavi-e Ma’navi: "the story of the pond, the fishermen, and the three fish."


Materials and Methods

This research analyzes the allegory from Mathnavi-e Ma’navi using a descriptive-analytical approach based on library research. The sentences in the verses of the story were separated into three groups of words of the wise fish, the semi-wise fish, and the ignorant fish from the perspective of the actor. Then, according to the context of the situation formed by Rumi in the previous verses, the meanings intended by the speakers of the speeches were determined. In the next step, the relationship between the apparent meanings of the sentences and their implicit meanings, which determine the direct and indirect actions, was taken into account. Then, the structure of the performance of the fish was presented as a symbol of the three classes of humans. Finally, the structure of Rumi's macro actions determined.


Results and Discussion

According to the contextual analysis, the entire story is a macro speech act of the representative type, through which Rumi indirectly confirms the issue of the division of human beings in terms of their relationship to intellect.
In addition to the overall message, the individual speeches of the three fish serve as subcomponents of a larger communicative act, intended to affirm, encourage, or warn, which fall under the two actions of representative and directive. Due to the educational nature of Mathnavi, the mentioned result can be extended to other allegories in the text. In other words, this book can be considered as a macro utterance, which Maolavi first explains different knowledge to the audience by producing it, (representative act), then guides him to reach the level of knowledge (directive act).
Rumi’s micro utterances in this allegory are representative to explain and describe the events of the story.

Table 1.
Rumi’s macro utterances




MACRO UTTERANCES


TYPE OF ACT


ILLOCUTIONARY FORCE


DIRECT/INDIRECT




WHOLE OF STORY


Representative


To confirm


Indirect




Directive


Encouragement, Warning


Indirect




SPEECH OF WISE FISH


Representative


To confirm


Indirect




Directive


Encouragement


Indirect




SPEECH OF HALF WISE FISH


Representative


To confirm


Indirect




Directive


Warning


Indirect




SPEECH OFIGNORANT FISH


Representative


To confirm


Indirect




Directive


Warning


Indirect






Table 2 .
Number of the fish’s speech acts




ACTS


REPRESENTATIVE


DIRECTIVE


EXPRESSIVE


CUMMISSIVE


DECLARATIVE




ACTURS




WISE
FISH


7


17


0


0


0




HALF WISE FISH


13


3


6


0


0




IGNORANT FISH


0


0


1


5


0






Conclusion

This study demonstrates that the structure of human speech acts is closely linked to the degree of one’s relationship with intellect. A wise person, due to his consistent reliance on reason when facing problems, first engages in representative acts, which serve to explain the situation and analyze its various aspects. His next step is to persuade others to take appropriate action. This sequence, executed at the right time, enables the wise individual to achieve success with minimal effort.
A semi-wise person, having distanced himself from the centrality of intellect and the guidance of a wise mentor, exhibits a different pattern of action. His behavior begins with regret over missing the opportunity to accompany the wise person (expressive act). Yet, with the limited reasoning he possesses, he quickly realizes that he must follow the example of the wise person or face ruin. Thus, his next step is to motivate himself to imitate the wise (directive act). This is followed by explaining the method of following (representative act), and ultimately, by expressing satisfaction upon achieving salvation and redemption (expressive act).
In contrast, the actions of an ignorant person, due to his estrangement from intellect and consequent suffering, begin with surrender (expressive act) and end with a promise (commissive act). Therefore, by examining the narrative context and the situation in which these acts occur, the influence of intellect can be clearly observed in shaping the structure of speech acts across the three human archetypes.


Keywords

allegory  intellect  Mathnavi Maanavi  speech acts  macro and micro utterance

In this article, the topic of language choice in tourism is examined from the perspective of the participants involved in the communication process. Drawing upon data from guided tours in different interaction settings, recurrent strategies of language selection are shown, taking into account their function as strategic resources on which the participants overtly orient themselves in order to cope with the communication tasks at hand. The data analysis explores and possibly supplements the communicative functions of language choice reconstructed by Thurlow/Jaworski (2010) in the interaction between tourists and guides. The analysis is based on interactional data from multilingual settings with English and German as mother tongue and foreign language.

Im Beitrag wird die kommunikative Gattung Touristenführung untersucht. Ausgehend von dem gesprächsanalytischen Ansatz werden die Sozialstruktur der Stadtführung sowie die gattungsspezifischen kommunikativen Aufgaben (Orientieren durch Zeigen, Beschreiben, Deuten, Bewerten) und die entsprechenden sprachlichen und multimodalen Ressourcen rekonstruiert. Abschließend wird das Augenmerk auf die Strategien der interaktiven Konstruktion von Bedeutung unter der Bedingung von Fremdheit und Fremdsprachigkeit gerichtet. Für die Analyse wird eine Datensammlung von Stadtführungen herangezogen, die an den Universitäten Turin und Bayreuth entstanden ist. Das Datenkorpus dokumentiert sowohl Stadtführungen von deutschsprachigen Stadtführerinnen 1 und fremdsprachigen Touristengruppen als auch Stadtführungen von nichtmuttersprachlichen Stadtführerinnen (mit Italienisch, Polnisch und Russisch als L1) und deutschsprachigem Publikum. Im Ausblick wird auf das Potential der Arbeit mit gesprochensprachlichen Datensammlungen im universitären Fremdsprachenunterricht hingewiesen.

Che il potere della lingua oscura sia in grado di ingannare e dominare chi, per parafrasare don Lorenzo Milani, non è padrone della propria lingua è un topos che si trova in diverse opere della nostra letteratura. A tutti noi è noto il latinorum di Don Abbondio contro cui si scaglia Renzo. Nel 1965 Eduardo De Filippo rappresentava questo rapporto tra oscurità della lingua, analfabetismo e potere attraverso un simbolo, quello del cilindro. Nell'atto unico Il cilindro, il personaggio interpretato da Eduardo, Agostino, per portare avanti uno stratagemma a danno di poveri malcapitati indossava un cilindro e imbastiva un discorso privo di significato ma con parole abbastanza altisonanti per un analfabeta, al punto da metterlo in fuga 2 . Finché nella trama non capita Attilio, un uomo che alla domanda "Siete analfabeta voi?" risponde risentito "Io? Per regola vostra ho fatto il liceo, l'università e tengo due lauree". A questo punto, Agostino, deluso, interrompe la sequela di parole sconnesse e depone il cilindro 3 . Nella commedia Agostino è, dal punto di vista socioculturale, più vicino ai malcapitati che mette in fuga che alle figure colte e dotate di cilindro che cerca di imitare. Il suo discorso, ricco di parole altisonanti ma anche di forme dialettali può funzionare con chi non ha gli strumenti linguistici per rispondere, ma è costretto ad arrestarsi di fronte alla figura di Attilio, che è la vera autorità sociale ed economica, perché "tiene due lauree". Ecco, la scelta di introdurre questo lavoro sul rapporto tra comunicazione istituzionale ed educazione linguistica con un riferimento a un capolavoro di Eduardo può sembrare audace. Eppure, come si vedrà, il rapporto tra povertà linguistica e uso del modello linguistico dell'autorità, soprattutto del modello che viene definito "burocratese" è, ancora oggi, molto attuale. Lo vedremo nei prossimi paragrafi. Negli stessi anni in cui Eduardo scriveva Il cilindro veniva pubblicato Lettera a una professoressa. Don Milani vi tracciava, tra le altre cose, la stretta relazione tra competenza 1 Università di Roma3. 2 Il discorso è il seguente: «È la lotta del bene e del male... È la crudele vittoria sui giusti da parte dell'insaziabile avidità della vigilanza notturna... Giorno verrà che una luce veritiera verrà a squarciare la coperta tenebrosa disperdendo nel nulli il fetore che ti circonda. Nulli! piettene di fierro! Nulli! pietra d'acciaro, pietra frangesa! Nulli! fare carcioffole dietro! È la lotta del bene e del male, addio fratello!» 3 Per ulteriori approfondimenti sulla commedia si veda De Blasi (2016: 227-230).

to assess the efficacy of commonly used insecticides against sucking pests on okra plants treated with Bacillus subtilis Bbv57, a plant-growth-promoting rhizobacterium (PGPR). The experiment was designed in a completely randomized block design with three replications. Okra seeds were treated with a talc-based formulation of B. subtilis Bbv57, and the PGPR was also applied to the soil before sowing. Insecticides, including imidacloprid, thiamethoxam, acetamiprid, and thiacloprid, were sprayed on both PGPR-treated and untreated plots. Pest populations, including aphids and leafhoppers, were monitored at 3, 7, 10, and 14 days after treatment. The results indicated that insecticide treatments on PGPR-treated plants significantly reduced pest populations compared to untreated plants. Acetamiprid 20 SP at 100 g ha-1 was the most effective, reducing aphid and leafhopper populations to the lowest levels on PGPR-treated plants. Furthermore, PGPR treatment enhanced pest resistance, likely through induced biochemical changes. The highest yield (18.55 tonnes ha-1) and benefit-cost ratio (1:2.53) were observed in PGPR-treated plants treated with acetamiprid. This study demonstrates that combining PGPR with insecticide treatments provides an effective, sustainable solution for managing sucking pests in okra, offering both improved pest control and higher economic returns.

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

این مقاله به پرسش بنیادین اصالت و حقانیت در میان تکثر باورها و جهان‌بینی‌ها می‌پردازد و می‌کوشد راهی برای همزیستی بدون تخطئه فراهم آورد. از منظر ادیان ابراهیمی، قرآن بر اصل «لَا إِكْرَاهَ فِي الدِّينِ» (بقره: ۲۵۶) و انجیل بر آموزه‌ی «محبت به همسایه» تأکید دارد. سنت‌های عرفانی همچون مولانا با شعار «بشنو از نی چون حکایت می‌کند» و ابن‌عربی در نظریه‌ی «وحدت وجود» امکان دیدن حق در اشکال مختلف را گوشزد کرده‌اند. در فلسفه‌ی یونانی، ارسطو با طرح مفهوم «خیر مشترک» و رواقیون با ایده‌ی «برادری جهانی» بر امکان همزیستی در تفاوت‌ها تأکید داشتند. در سنت مدرن، کانت با مفهوم «عقل عملی» و اصل کرامت ذاتی انسان، و جان رالز با نظریه‌ی «عدالت به مثابه انصاف»، چارچوبی سکولار برای همزیستی در تکثر فراهم کردند. روان‌شناسی اجتماعی نیز با نظریه‌ی تماس (Allport) و پژوهش‌های معاصر درباره‌ی تعصب و میان‌فرهنگی، نشان داده که همزیستی پایدار از طریق احترام متقابل و ساختارهای اجتماعی عادلانه ممکن است. از سوی دیگر، تجربه‌های تاریخی همچون تنوع دینی هند، همزیستی نسبی ادیان در اندلس، و تجربه‌ی جوامع مدرن چندفرهنگی (مانند کانادا و سنگاپور) نشان می‌دهد که امکان همزیستی نه یک آرمان دست‌نیافتنی بلکه امری عملی و تاریخی است. مقاله با تلفیق منابع دینی، فلسفی، عرفانی و روان‌شناختی، الگویی چندلایه برای همزیستی پیشنهاد می‌کند که در آن، حقانیت مطلق جای خود را به «حقانیت‌های متکثر» می‌دهد، و همزیستی نه از طریق حذف تفاوت، بلکه با پذیرش و حتی بهره‌برداری از آن محقق می‌شود.

واژگان کلیدی:
تکثرگرایی، حقانیت، همزیستی، ادیان، فلسفه، سکولاریسم، روان‌شناسی اجتماعی

این مقاله به پرسش دیرینه‌ی «ضرورت یا بی‌نیازی از استاد و راهنما» می‌پردازد و آن را در تقابل با عصر حاضر ــ زمانه‌ای با دسترسی بی‌سابقه به اطلاعات و فردیتِ فزاینده ــ بازخوانی می‌کند. در سنت اسلامی، بر نقش «شیخ و مرشد» برای سلوک معنوی تأکید شده است (مولانا در مثنوی، ابن‌عربی در الفتوحات، سهروردی در حکمت اشراق). مسیحیت اولیه و سنت‌های بودایی نیز بر پیوند شاگردی–راهبری به‌عنوان راه انتقال تجربه تأکید دارند. در فلسفه‌ی یونان، افلاطون و ارسطو مفهوم پایدیا را در تربیت مبتنی بر استاد ضروری می‌دانستند. با این‌حال، جریان‌های مدرن مانند کانت (روشنگری به‌مثابه خروج از صغارت) و نیچه (خودـآفرینی)، بر استقلال و شکستن مرز اقتدار معلمی پای می‌فشارند. روان‌شناسی رشد و یادگیری (ویگوتسکی، بندورا، کولبرگ) نشان می‌دهد که راهبری زنده و رابطه‌ی اجتماعی، همچنان نقشی بی‌بدیل در پرورش ذهن و اخلاق دارد؛ هرچند روان‌شناسی مدرن و نظریه‌های خودمختاری (دسی و رایان) استقلال را هدف نهایی می‌دانند. در نتیجه، مقاله با بررسی تطبیقی سنت‌های دینی، فلسفی و روان‌شناسی، مدلی ارائه می‌دهد که در آن «راهنما» نه جایگزین خودـتعیین‌گری، بلکه پلی موقت برای بلوغ و شکوفایی فردی است.

واژگان کلیدی:
راهبری، خودـتعیین‌گری، استاد و شاگرد، استقلال فردی، تعلیم و تربیت تطبیقی

این مقاله به بررسی تنش پایدار میان دو محور اساسی زندگی انسانی می‌پردازد: مسئولیت‌های جمعی–اجتماعی و شکوفایی استعدادها و نبوغ فردی. با بهره‌گیری از رویکردی میان‌رشته‌ای، موضوع از منظرهای دینی–عقیدتی، فلسفی–اخلاقی، روان‌شناسی رشد، عرفانی–باطنی، اقتصادی–عملی و فرهنگی–تاریخی تحلیل می‌شود. در سنت اسلامی–ایرانی، قرآن و آموزه‌های عرفانی (مولانا در «آبادانی نفس»، ابن‌عربی در «انسان کامل»، سهروردی در «نور و فیض») بر این تأکید دارند که خدمت حقیقی به خلق از تزکیه و پرورش فرد آغاز می‌شود. از سوی دیگر، اخلاق ارسطویی و فلسفه اگزیستانسیالیستی، مسئولیت نسبت به دیگری را هم‌سنگ خودپروری می‌دانند. روان‌شناسی مثبت‌گرا و نظریه هرم نیازهای مزلو نشان می‌دهد که خودتحقق‌بخشی، پس از برآورده‌شدن نیازهای پایه و امنیت اجتماعی، به اوج می‌رسد و در عین حال، توان خدمت را چند برابر می‌کند. تحلیل اقتصادی و فرهنگی نیز نشان می‌دهد که تعادل این دو حوزه در بافت‌های گوناگون تاریخی و اجتماعی، شکل و اولویت متفاوت می‌یابد. مقاله با جمع‌بندی این رویکردها، مدلی تطبیقی برای تصمیم‌گیری در موقعیت‌های واقعی ارائه می‌دهد که در آن فرد می‌تواند بدون قربانی‌کردن جوهر خویش، به مسئولیت اجتماعی وفادار بماند.

واژگان کلیدی:
مسئولیت اجتماعی، رشد فردی، شکوفایی، تعهد، اخلاق تطبیقی، عرفان، روان‌شناسی رشد

این مقاله به بررسی پارادوکس بنیادینی می‌پردازد که در سنت‌های عرفانی و فلسفی شرق و غرب بازتاب یافته است: هرچه انسان در مسیر سلوک معنوی شفاف‌تر و بلورین‌تر می‌شود، آمادگی او برای عبور نور الهی و فیض بی‌واسطه افزایش می‌یابد؛ اما همین رقت و شفافیت، او را در برابر زبری و سنگینی جهان، شکننده‌تر می‌سازد. با تحلیل مفهومی و تطبیقی، دیدگاه‌هایی از عرفان اسلامی–ایرانی (مولانا در تصویر «آینه بی‌زنگار»، سهروردی در ایده «نور محض»، حافظ در استعاره «دل چون آینه» و ابن‌عربی در مفهوم «قلب سلیم»)، عرفان مسیحی (مایستر اکهارت در آموزه «خالی‌شدن» و سیمون وی در «توجه محض») و فلسفه شرقی (بودا و ذن در آموزه «شیشه شفاف» و لائوتسه در ستایش «آب») بررسی می‌شود. رویکرد مقاله نشان می‌دهد که این پارادوکس نه یک نقص، بلکه بخشی جدایی‌ناپذیر از تجربه انسانیِ نزدیک‌شدن به مقام فناست؛ جایی که سالک باید حساسیت خود را حفظ کند، اما در عین حال سازوکارهایی برای دوام و تاب‌آوری در برابر ضربه‌های بیرونی بیابد. این مطالعه، با پیوند میان متون کلاسیک و تجربه زیسته، راهی برای فهم عمیق‌تر نسبت میان رقت و صلابت، و چگونگی استمرار عبور نور در جان انسانی پیشنهاد می‌کند.

واژگان کلیدی:
شفافیت، شکنندگی، نور، فنا، عرفان تطبیقی، تاب‌آوری

Introduction
Persian language, known for its rich cultural and historical significance, exhibits a captivating linguistic feature that has intrigued linguists and scholars alike: the limited presence of simple verbs and the widespread usage of compound verb constructions. This particular aspect raises a series of important questions regarding the development of the Persian language, especially in the context of the historical influence of Arabic and other contributing factors. This study aims to delve deeply into the reasons behind the scarcity of simple verbs in Persian, spotlighting the dominance of compound constructions and how these patterns reflect broader linguistic, cultural, and historical dynamics.
At the core of this exploration is the historical backdrop of Persian's evolution, with a focus on the profound impact of the Arab conquest in the 7th century. The subsequent influence of the Arabic language created a substantial shift in Persian's linguistic landscape, which calls for a nuanced investigation of its grammatical structures. Through a combination of historical analysis and contemporary linguistic assessment, this research seeks to draw connections between the Arabic linguistic dominance and the resulting decline of simple verbs in favor of more complex verbal forms.
Persian, a language intricately tied to Iranian culture and history, possesses unique grammatical characteristics that merit deeper examination. The prominence of compound verb constructions over their simpler counterparts has become a distinctive hallmark of Persian, leading us to question why this pattern has emerged. Thus, this study aims to analyze the sociolinguistic context surrounding Persian, particularly the repercussions of the Arabic language's pervasive influence following the Arab conquest, which not only altered the linguistic framework but also transformed cultural narratives encapsulated in the language.




Methodology

In addressing the issue at hand, it is vital to recognize that the limited presence of simple verbs in Persian is not merely a reflection of Arabic dominance. Rather, it appears to involve a complex interplay of cultural phenomena and the internal evolution of the language itself. For this analysis, we scrutinize historical documents and contemporary linguistic practices to establish a comprehensive understanding of how Persian has transformed over the centuries. Our study postulates that while the direct imposition of compound verbs by Arabic might not be evident, the prestige associated with Arabic, particularly in domains like literature and administration, significantly bolstered the popularity of these constructions, thus indirectly contributing to the shrinkage of simple verbs.
A Part of our investigation involves a comprehensive statistical approach, wherein we analyze a corpus of Persian literature spanning from the 4th to the 15th century AH (After Hijra). This corpus serves as a crucial resource for uncovering patterns and trends in verb usage, especially highlighting the evolution from simple to compound constructions. Through a meticulous examination of this literature, a substantial increase in the prevalence of compound verbs is revealed, particularly those intricately tied to Arabic elements. Importantly, this spike in compound verb usage is most pronounced during the middle Ages, specifically from the 9th to the 13th centuries, an era marked by a flourishing of Persian literature heavily influenced by Arabic stylistic and grammatical norms.


Discussion

The consequences of the Arab conquest were indeed far-reaching, introducing a plethora of Arabic vocabulary and grammatical structures into the Persian linguistic fabric. As Arabic emerged as the dominant language of administration, religion, and literature, it exerted considerable influence over Persian syntax and lexicon. This shift toward compound verb structures can be interpreted as a linguistic adaptation, illustrating how speakers of Persian incorporated Arabic lexical items into their daily communication and literary expressions.
Historically, it is essential to recognize that both simple and compound verb forms coexisted within the Middle Persian dialect. However, the earlier linguistic landscape did not prioritize one structure over the other. Analyzing the framework during the Middle Persian era sheds light on an intriguing balance between simple and compound verbs, which offered speakers a wide range of expressive possibilities. Nevertheless, the post-conquest era marked a significant turning point, as the infusion of Arabic vocabulary and syntactical structures began to reshape the existing paradigm. The gradual predominance of compound verb forms reflects this transition, marking a shift in how Persian speakers constructed meaning and expressed identity.
To further substantiate our claims, this research employs rigorous statistical analysis of the aforementioned corpus, which spans an essential timeline for evaluating verb usage in Persian. This period, a rich tapestry of socio-linguistic interactions and developments, provides the necessary context to appreciate the evolution of compound and simple verbs. The outcomes of our analysis reveal a remarkable trend: the rise in the use of compound verbs, especially those incorporating Arabic elements, sharply peaked during the middle Ages and has persisted in varying degrees in subsequent centuries.
Interestingly, a notable trend over the past two centuries reveals a resurgence or reintegration of native Persian elements within compound verb structures. This suggests an ongoing adaptation and evolution of the Persian language that denotes a deliberate movement toward preserving and revitalizing indigenous expressiveness in the face of prevailing historical influences. The findings illustrate a reciprocal relationship wherein, despite Arabic's external influence on promoting compound constructions, Persian continues to assert its identity through the re-establishment of its linguistic roots.
The implications of this linguistic phenomenon extend beyond mere historical narratives. The exploration of compound verbs in Persian offers insights into broader questions about language evolution, identity construction, and cultural resilience within a multilingual context. The dynamics at play in the Persian language illustrate the intricate processes through which languages evolve and adapt, reflecting the complexities of human history and intercultural interactions.
Moreover, this study raises critical considerations about the functions and roles of language in social identity, integration, and cultural expression. As Persian speakers navigated the confluence of Arabic influence and their linguistic heritage, they engaged in a continual negotiation of identity, one that both embraced novel structures and reverberated with traces of its past. Such dynamics underscore the idea that a language's evolution is not merely a reflection of external pressures but is also informed by internal drives to maintain continuity and coherence within a shifting cultural landscape.


Conclusion

The question of why Persian predominantly employs compound verbs over simple ones opens a multifaceted discussion that intersects historical linguistics, sociolinguistics, and cultural studies. The interplay between Arabic influence and the intrinsic evolution of Persian illustrates a profound narrative of adaptation and resilience. By unearthing the layers of this phenomenon, we gain deeper insights into how languages reflect the societies that speak them and how they adapt to new stimuli and challenges over time.
Through our comprehensive examination of the historical context, we find that the Persian language has emerged from a rich tapestry of influences, cultural exchanges, and sociolinguistic dynamics. Understanding the scarcity of simple verbs in Persian requires recognizing the complex historical trajectory that has shaped the language, particularly in light of significant events such as the Arab conquest. This pivotal moment heralded not just a shift in power and culture but also a profound transformation of language and expression that still resonates today.
In tracing the paths of linguistic change, we analyze how Persian speakers navigated the waters of cultural and linguistic exchange brought on by the influx of Arabic vocabulary and structures. The Persian-speaking community found itself in a position where language could serve not only as a mechanism of communication but also as a statement of identity, status, and cultural alignments. Compound verbs, often infused with Arabic elements, became a hallmark of this evolving linguistic landscape, reflecting both prestige and a desire to adapt to the newly dominant cultural paradigm.
Moreover, the statistical analysis of Persian literature from various historical periods provides empirical substantiation for our assertions. The rise and fall of simple versus compound verbs are not mere fluctuations; they highlight the broader societal shifts and attitudes toward language and identity that existed throughout Persian history. By documenting this evolution with concrete data, we underscore the essential role that socio-political factors played in molding the preferences of Persian speakers.
In considering these linguistic trends and changes, we observe not only the linguistic outcomes but also their implications for cultural continuity and change. The emergence of compound verbs represents more than a grammatical evolution; it embodies the adaptive strategies employed by Persian speakers to navigate a changing world, maintaining cultural relevance and continuity. As the features of Persian intertwine with those of Arabic, we witness how languages can reflect power dynamics while simultaneously preserving aspects of their unique identities.
Indeed, this study reveals that while Arabic established a linguistic model that was embraced by many Pe...

This article explores how "puntos y rayas" (full stops and lines) function as symbolic and structural barriers in education for language-minoritized students. Through autobiographical reflection and classroom cases, the authors show how rigid boundaries around standardized language and raciolinguistic ideologies marginalize students and obscure their rich communicative repertoires. A contrasting example of a translanguaging classroom illustrates how educators can disrupt these boundaries by validating students' full semiotic, linguistic, and multimodal practices. The authors present the case of a teacher who creates translanguaging spaces, enabling students to draw on their full semiotic, linguistic, and multimodal resources to construct knowledge collaboratively. By positioning spontaneous translanguaging as pedagogical, this framework resists deficit views and creates space for sociolinguistic analyses as opportunities for transformation in the classroom. Ultimately, translanguaging offers both a theoretical lens and practical approach for dismantling linguistic barriers and advancing justice in education for minoritized communities.

Pakistan's linguistic diversity, with over 70 languages, faces challenges due to the dominance of Urdu and English and inconsistent support for smaller minority languages like Brahui, Khowar, and Torwali. The study employs a self-designed qualitative methodology named Reflective Experiential Policy Synthesis (REPS) to develop the Pakistan Multilingual Inclusive Language Policy (PMILP). This study proposes the Pakistan Multilingual Inclusive Language Policy (PMILP), a comprehensive framework to promote equity, cultural preservation, and linguistic vitality across education, government, public services, media, and technology. Unlike Pakistan's current policy, which is primarily education-focused and fragmented, PMILP employs a cost effective "3+1" model (major regional language + Urdu + English + optional fourth language i.e. smaller minority language), integrating smaller minority languages through open-source materials, community engagement, and a five-year implementation plan with measurable goals. Aligned with Pakistan's Constitution and provincial autonomy, PMILP addresses gaps in linguistic inclusion by prioritizing smaller minority languages in curricula, governance, and media, fostering social cohesion and ensuring equitable access for all linguistic communities.

In un’epoca in cui i modelli di linguaggio generativo (Large Language Models - LLM) stanno
rivoluzionando il nostro modo di comunicare, comprendere e apprendere, questo saggio propone un
punto di vista inedito: l’intelligenza artificiale può e deve essere educata attraverso le competenze
della linguistica moderna e della glottodidattica.
Il volume affronta il tema dell’addestramento linguistico dell’IA a partire dalle strutture e dai
principi fondamentali che regolano l’insegnamento delle lingue agli esseri umani. Viene esplorato il
ruolo cruciale dei linguisti nella definizione delle strategie di apprendimento, con particolare
attenzione alla grammatica delle aspettative, alla variabilità di registro e alla complessità dell’input
linguistico.
Attraverso riferimenti teorici e prospettive sperimentali, il libro offre una riflessione su come
l’integrazione tra discipline umanistiche e tecnologie avanzate possa produrre sistemi linguistici
artificiali più coerenti, naturali e culturalmente consapevoli.
Un’opera destinata a chi lavora nel campo della linguistica, dell’intelligenza artificiale, della
glottodidattica e dell’innovazione educativa, ma anche a tutti coloro che sono curiosi del futuro del
linguaggio.

Le abiLità ricettive e produttive neLL'insegnamento deLL'itaLiano come L1 e L2. una ricerca suLLe pratiche didattiche In questo saggio ci si occuperà del bilanciamento delle abilità ricettive e produttive nella didattica dell'italiano come L1 e L2, per mezzo della trattazione di alcuni dati, ottenuti mediante la proposta di un questionario al personale docente. In effetti, «la nozione delle quattro abilità primarie ricorre in tutta la letteratura glottodidattica e viene adoperata nella scelta dei testi o discorsi da presentare agli allievi, nella preparazione delle attività esercitative e delle prove di verifica dell'apprendimento» (ciLiberti 2012: 80). Lo sviluppo bilanciato delle abilità di base e di quelle integrate, nell'ambito della gestione di una lezione e di un'unità didattica di italiano, come lingua materna o seconda, ne rappresenta uno degli aspetti più complessi (nitti 2020). Le ricerche nella didattica delle lingue (tra gli altri, aveLLini/pugLiese 2009;

The aim of the article is to examine the relationship between mysticism and Gnosticism and social transformations from Eric Wegelin's perspective. Wegelin considered the roots of modern developments in mystical and gnostic thought. This research was conducted using the subjectivist method of Anselm Strauss and Barney Glasser, which indicates the use of a special way to achieve new hypotheses. In this method, the study is not based on predetermined hypotheses, but rather the researcher reaches hypotheses appropriate to the research context during the research. Wegelin attributes 6 characteristics to Gnosticism: 1) The state of the world is not satisfactory; 2) The world was not created perfect; 3) It is possible to achieve salvation in this world; 4) The order of existence changes in a historical process; 5) Changes are the result of human action; 6) With the help of mystical knowledge, one can recognize the path of this transformation and, in this way, reach a prescription for saving oneself and the world. This study only seeks to raise the question of whether the above characteristics can be found in the sources of Islamic and Iranian mysticism.

This study investigated the effects of language policies implemented in Nigeria and South Africa on linguistic diversity and how these two nations categorized their indigenous languages. In this present study, qualitative research methodology was used, and a purposive sampling method was used to select Nigeria's 2013 Language Policy from the National Policy of Education and South Africa's 1996 Language in Education Policy. Thematic analysis was carried out using Latent Dirichlet Allocation (LDA) software which is a topic modeling methodology that assists in identifying basic themes within wide textual data. The latent level of analysis converged on the implicit ideas, suppositions, notions, and orientations that describe or point out the meaning of the data. The action of incorporating LDA software intensifies the efficiency and level of the qualitative research methodology used to critically examine the language policies of Nigeria and South Africa. The results revealed that the language policies in Nigeria and South Africa have a notable influence on linguistic diversity, supporting the principles of translanguaging and multilingualism. Also, the policies give priority to the inclusion of indigenous languages in education to improve unity and preserve cultural heritage. With a careful survey of language policies and their significance, the results give important and useful recommendations on the increase of inclusivity in language policies for the preservation and promotion of linguistic diversity in different cultural environments. Native languages should be given a notable preference in language policies so that there will be room for the use of translanguaging and multilingual pedagogies in the school systems.

This experimental research investigates the nature and the causes of the errors made by Italian university students in the oral production of French. First, the method used to create the corpus is described. Secondly, it is illustrated the analysis grid that was designed according to the Jamet model on the basis of psycholinguistic and language teaching research in the second half of the twentieth century. The grid is a tool for collecting and describing errors in the oral production, enabling us to identify their causes, out of an evaluation context. At the linguistic level, the results show that lexical errors are dominant followed by syntactical, morphological and phonetic errors. At the pragmatic level, in most cases the communication is possible even if words are incorrect. Concerning the sources of mistakes, it was found that errors due to the interference (transfer of the mother tongue) are more frequent than errors caused by the interlanguage (evolutionary errors). Error ana...

Taalontwikkeling van studenten en taalbewust onderwijs dragen bij aan inclusiviteit en een inclusieve cultuur.  Taal is een krachtig bindmiddel dat communicatie mogelijk maakt, wederzijds begrip kan doen ontstaan en sociale samenhang kan verstevigen. Het dalende taalniveau en de noodzaak tot taalcompetente studenten zijn extra argumenten om een sterk taalaanbod te ontwikkelen in het hoger onderwijs.

Analisi logica delle frasi e analisi logica online-Domande e Risposte L'analisi logica delle frasi è una delle competenze fondamentali nello studio della lingua italiana, ma per molti studenti può sembrare un labirinto di regole, eccezioni e dettagli da ricordare. Con l'aiuto della tecnologia, in particolare grazie all'analisi logica online, oggi è possibile imparare più velocemente e con meno stress. In questo articolo in formato FAQ, rispondiamo alle domande più frequenti degli studenti e degli insegnanti.

There has been a debate over the use of genre-based pedagogy to develop university students’ ability to create valued meaning in academic writing. Some researchers support an implicit genre-based instruction while others support an explicit genre-based instruction. However, few empirical studies move beyond this debate to investigate the effectiveness of genre-based approach to developing university students’ academic writing skills. Therefore, this study investigates the impact of genre-based pedagogy in developing MBA students’ ability to construe critical stance in their writing. The data consisted of 28219 words corpus of 40 essay assignments, collected pre-genre-based course and post-genre-based course. Using Hyland’ s (2005) model of intersubjective positioning and Martin and White’s (2005) theory of evaluation in discourse, the data were analyzed for the distribution of hedges, boosters, attitude markers, and disclaim markers through manual coding using UAM corpus tool.  The results showed a significant decrease in the use of key linguistic resources that function to make a text informal. In addition, the results showed a less significant increase and a less significant decrease in the use of key linguistic resources that function to construe critical stance in academic writing. These results have implication for the use of genre-based pedagogy in developing students’ ability to create valued meaning in academic writing. They show the extent to which genre-based pedagogy, implemented at the beginning or during subject learning, impacts students’ academic writing skills.

L'apprendimento linguistico in classe, anche quella più virtuosa, è caratterizzato da un'esposizione limitata e da un'elaborazione dell'input vincolata ai tempi della lezione. I "compiti per casa" possono trasformarsi in un moltiplicatore di saperi e azioni linguistiche se strutturati in modo da rendere necessaria l'interazione fra gli apprendenti e con i contenuti. Il ruolo chiave è giocato dalla progettazione del percorso di apprendimento che deve vincolare momenti sincroni (in presenza o a distanza) e momenti asincroni, rendendoli interdipendenti e potenziandone il valore metacognitivo, per portare gli apprendenti a migliorare le competenze linguistiche e le "competenze trasversali" (soft skills), in particolare di tipo collaborativo, organizzativo e interpersonale. Si promuove così l'autonomia dello studente, non solo nello studio delle lingue ma anche, più ampiamente, nel raggiungimento dei propri obiettivi personali e professionali.
Nell'articolo si presenteranno questo tipo di attività, dette "ponte", e si proporrà una esemplificazione didattica nell'ambito dell'insegnamento dell'italiano a stranieri.

(EN) The evaluation of competences in intercomprehensive teaching has been the subject of great interest. So far, less attention has been paid to the assessment of the teacher's language teaching skills in a multilingual context. Following up previous studies in this field, the aim of this paper is to verify, through a selection of descriptors (REFDIC, DigCompEdu, CEFR-Companion Volume), whether the practice of online interaction also develops in participants skills related to the management of online interaction for specific purposes.

Per i soggetti plurilingui, l’esperienza delle lingue conosciute e incontrate è costitutiva dell’identità e accesso alla dimensione intersoggettiva, e l’autobiografia linguistica (da qui AL) è strumento per indagare questi aspetti. Nella sperimentazione, l’AL viene utilizzata come strumento per la formazione di insegnanti, per far loro percepire i legami tra percorsi linguistici e identità e riflettere sui propri vissuti. Verranno presentati strumenti, fasi, prodotti ed esiti dell’esperienza, che ha sviluppato nei docenti consapevolezza del proprio profilo plurilingue e ha promosso sia una autoriflessione sulla propria storia linguistica, identitaria, professionale, sia l’acquisizione di un atteggiamento di apertura, riconoscimento, promozione del plurilinguismo in classe.

The similarities between the intercomprehensive approach to language teaching and inclusive language education have been studied for some years, but there is currently no speculative research or laboratory experiments that can validate their convergences. During the a.y. 2021/2022 members of the ELICom research group of the University of Parma began an experimental research project at the Language Center in a course of intercomprehension between Romance languages. This course, open to all, saw among the participants a large number of students with special learning needs allowing for the implementation of a pilot study aimed at detecting some aspects considered particularly significant. First results suggest that the intercomprehensive approach may have positive effects on the psycho-cognitive profile of this type of learner and that bimodal input is effective for all kind of students.

L’insegnamento delle lingue straniere nella scuola secondaria di primo grado, nella maggior parte di casi, è strettamente legato all’uso di un manuale di lingua adottato dal consiglio di classe. I fruitori di questo manuale sono ragazzi e ragazze con un’età compresa fra gli 11 e i 14 anni, il cui apprendimento può essere condizionato, oltre che dalle caratteristiche proprie dello sviluppo neurocognitivo e socioaffettivo della preadolescenza, dalla presenza di Disturbi Specifici dell’Apprendimento (DSA). Il presente articolo riporta gli esiti di un’indagine condotta su un campione di studenti e studentesse della scuola secondaria di primo grado che studiano il francese come seconda lingua, focalizzata sulla percezione del libro di testo in adozione da parte degli stessi. Analizzando le risposte degli studenti con e senza diagnosi di DSA, si sono ricavati dei suggerimenti utili e delle proposte operative per una didattica accessibile del francese alla luce delle più recenti evidenze scientifiche.

Con questo intervento intendiamo sostenere la validità dell'approccio intercomprensivo non solo per far maturare competenze linguistiche ma anche (e forse soprattutto) per sviluppare competenze trasversali o soft skills (d'ora in poi SS). Inizieremo il nostro intervento facendo alcune premesse cautelative e quindi descrivendo il contesto in cui ci siamo mosse per condurre la presente ricerca. Illustreremo quindi il disegno di ricerca, con le domande e le ipotesi che abbiamo sviluppato. Quindi presenteremo alcuni dei dati che abbiamo raccolto e, attraverso di essi, cercheremo di convalidare le ipotesi alla base della nostra ricerca. Arriveremo poi alle conclusioni che trarremo insieme ai nostri studenti e alle nostre studentesse. Ci preme innanzitutto mettere in evidenza come si sia trattato per noi della prima esperienza di conduzione di un laboratorio di intercomprensione (d'ora in poi IC) esplicitamente rivolto allo sviluppo di competenze trasversali. Di conseguenza, più che validare dati, abbiamo voluto progettare un disegno di ricerca per verificarne l'efficacia, cercando di sviluppare degli strumenti di indagine adeguati. Inoltre, il corso oggetto di analisi era un corso pilota (quindi in via di aggiustamento) alla sua prima somministrazione. Le modalità di erogazione prevedevano l'obbligo di frequenza solo per gli studenti universitari (d'ora in poi SU) che intendessero ottenere i crediti (una parte degli iscritti). La frequenza è quindi stata incostante e, di conseguenza, questo ha reso più complicate la raccolta e l'analisi dei dati. Per ultimo, vogliamo precisare che siamo consapevoli che le competenze trasversali (da noi per praticità identificate genericamente come SS) non hanno una definizione univoca. Ai fini di questa ricerca ci siamo rifatte allo SPOCC Framework, nato dal progetto europeo SoftSkills4UE che ci è sembrato scientifico, agile e dettagliato allo stesso tempo.

This paper reports on a qualitative study conducted to explore the impact of a proposed Dynamic Assessment (DA) model on the writing of six ESL learners. The model is rooted in Vygotsky"s concept of Zone of Proximal Development (ZPD). The research questions posed by the study included: (1) how is the proposed Hybrid Dynamic Assessment (HDA) model applied?, ( ) what is the impact of the HDA model on the writing of the six ELL?, and (3) how do participants evaluate the HDA model? Using pre-and post-tests, interviews and observations, it was found that a number of mediation strategies were used during the application of the HDA model, mediators and students performed different roles during the application of the model, and that the HDA model had a positive impact on the content, language, and organization of the six ESL learners" writing. Finally, participants reported their positive evaluation of the HDA model.

Through stories, writers present their own thoughts and ideas, and sometimes those of society, and their fictional works often display the social, cultural, political, and national culture of the society. Iranian and Arab writers play a decisive role in the field of contemporary literature. Simin Daneshvar is one of the female writers who has addressed the social, political, historical, and national culture of Iran in her novels. In contrast, the Egyptian writer, Naguib Mahfouz, has also had an active presence in the field of contemporary literature and has depicted the most important cultural and social issues of Egypt at a certain point in time in his fictional works with a realistic approach. Considering the influence of these two authors on national and social culture and its reflection in their works, the aim of this research is to find similarities and differences in the components of national culture in the novels “Savashun” by Daneshvar and “Madaq Alley” by Najib Mahfouz using a descriptive-analytical method. The findings of the research indicate that both authors have deeply investigated the social, cultural and historical issues of their society in writing their novels, such as the consequences of war, social insecurity, patriotism, wedding ceremonies, etc. National identity in “Savashun” is formed mostly through the individual and collective struggles of the characters; while in “Madaq Alley”, national identity is depicted through the daily life and social interactions of the characters.

One of the aspects of studying in Folklore, is studying and reviewing the types of beliefs and opinions of people in dealing with diseases. Since many elements of Folklore such as customs and traditions, beliefs, games and entertainments clothing and food, traditional medicine, are reflected in Persian literature. In this article, we have attempted to examine traditional medicine in Bustan Saadi, which has had an undeniable impact on Persian speakers and also reflects national religion and tradition. Persian-language poets contributed not only to literary sciences, but also to various sciences of the time, such as Jurisprudence and Theology, Mysticism and Sufism, History and Geography, Medicine and Astronomy. They were scholars and scientists of their time, and by applying the aforementioned sciences, especially medicine, they gave their works a special spirit and delicacy. A group of these great men, although they were not doctors, had meetings with the skilled physicians of their time or were aware of the conventional medical practices of that time. In such a way the remarkable effect of this knowledge has been well manifested in their delicate poems.

This paper investigates the challenges faced Setswana Home language teachers and Setswana home language leaners in two high schools in Pretoria. These schools offer Setswana Home Language, this means that learners enrolled in these schools must do Setswana as home language. The problem is that leaners who are enrolled in these schools are coming from all parts of Winterveldt , and from all languages and these schools do not offer all African languages. They only have Setswana. xiTsonga, Venda, Nguni and Southern Sotho students are forced to do Setswana as Home Language. These leaners never acquired Setswana in their lives; this is their first encounter with it. They lack knowledge of Setswana, as much as they can understand it spoken. They cannot write and read it. In this situation teachers are expected to perform miracles in ensuring that these learners learn Setswana in a very short period. The study was conducted at two primary schools where 20 participants were selected from Grade 3 and two Setswana educators from each school. The study employed a qualitative method, two focus groups consisting of 5 learners each from each school and four Setswana educators were interviewed. Similarly, class observations, and text analysis were also used to collect the data. It was found that most learners do not pass Setswana. This poor scholastic result can be attributed and ascribed to Sepitori, especially Sepitori and also lacking prior knowledge of the language. It is evident that Sepitori pose a serious threat to language, Setswana in particular