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Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in "native-speaker-teacher" bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching positions of different LOTEs that were posted by different post-secondary institutions across the United States. The findings of the study show that post-secondary institutions use discriminatory language such as "native" or "near-native" much more often than inclusive language such as "superior language skills," regardless of the language(s) that the position advertises for. The findings, however, show that job candidates for teaching positions of LOTEs are often required to have "native" or "near-native" proficiency in at least two languages, most commonly English plus the target language of focus.

"… the new forms of interaction made possible by virtual worlds remain, to a significant degree, unexplored." (Peterson, 2011: 78) "… immersion and interaction are necessary conditions of worldhood. Without them, virtual worlds would not be worlds at all." (Zabel, 2014: 417) Since the mid-1990s, the pedagogical opportunities offered by three-dimensional (3D) virtual worlds (VWs) have generated a considerable amount of interest and dialogue among educators and educational researchers across a variety of disciplines. The potential of VWs for language learning and teaching did not go unnoticed by the CALL community: language educators and researchers began to explore and to study these environments and their unique set of features for foreign language learning (Henderson, Huang, Grant & Henderson, 2009; Jauregi & Canto, 2012; Milton, Jonsen, Hirst & Lindenburn, 2012; Peterson, 2006; Schwienhorst, 2004; Sykes, 2005; Zheng & Newgarden, 2012; Zheng, Young, Wagner & Brewer, 2009). In parallel, several European Union (EU) transnational funded projects also emerged for the exploration of the affordances of VWs for language learning and acquisition, such as the NIFLAR, TILA, and ARCHI21 projects, and for the creation of teaching and learning materials (e.g. the AVALON, TALETE, and CAMELOT projects). In 2010, the Euroversity Network was established with EU funding to bring together international scholars and researchers working with VWs in education for the sharing of best practice and with a clear focus on VWs for language learning. The joint EUROCALL/ CALICO Virtual Worlds Special Interest Group was also founded around this time.

Abstract
The problem of language policy formation arises from combined efforts to achieve the long- term goals of civil peace and avoid ethnic conflicts. Globalization poses a range of challenges to society, such as migration and multiculturalism. However, the language situation in postcolonial developing countries is more complex than in developed ones. This paper analyzes the history of language policy in Kazakhstan by comparing the experiences of other post-Soviet countries and developed countries in Europe and North America. The study relies on comparative historical and conceptual analysis of language policies and population censuses. The paper also explores different approaches to language policy formation from influential researchers to highlight the most significant factors behind a successful language policy. The primary goal of language policy in Kazakhstan is to overcome the dominance of the Russian language without violating the rights and freedoms of ethnic groups. The country's strategy involves promoting bilingualism to introduce the Kazakh language into all spheres of public life step by step. The results of the study may help other developing countries to shape their national language policies. They may also find applications in political science, futurology, and political forecasting.

Major versus Minor? Languages and Literatures in a Globalized World -- Editorial page -- Title page -- LCC data -- Table of contents -- Series editor's preface -- Acknowledgement -- Contributors -- Introduction -- Part I. Languages -- 1. The "minor language" perspective -- References -- 2. The language milieu of the Old Order Amish -- Introduction -- The state of the world's languages -- Reasons for concern -- The language context of the United States -- Pennsylvania Deitsch -- Old Order Amish language use and language maintenance -- Discussion and conclusion -- References -- 3. English - The Last Lingua Franca? -- Reference -- 4. National identities and the Latin language in Hungary and Croatia -- References -- 5. Error and innovation in postcolonial composition -- World Englishes and cultural translation -- Bilingual creativity and composition studies -- Sameness and difference in a postcolonial classroom -- World Englishes: The promise of a term -- Conclusion -- References -- 6. Cultivating learners' intellectual growth and conceptual thinking skills -- Introduction -- Rationale and significance of the study -- Objectives of the study -- Methods used in the study -- The population -- The procedures -- Method of data collection -- Data analysis -- Findings -- Part I: Personal information about the participants -- Part II: The participants' writing errors in the pre-test -- Part III: The participants' writing improvements -- Level 4. Types of grammatical and punctuation error -- Level 3. Types of grammatical and punctuation error -- Comparison of participants' writing improvement -- Participants' improvements in using discourse markers -- Participants' writing improvement reflected in their haiku poems -- Conclusions and implications -- Research question 1. How does reading impact the participants' writing development?

This international directory of translator and interpreter training facilities in higher education includes details on 243 courses around the world. Listing full addresses, names of teachers, languages taught, methods of teaching, degree, tuition fees, year it was founded, and other activities.The Directory provides pertinent information for students seeking the appropriate training and for translation and interpreting schools to compare themselves with others and to network with related schools.This is the first list showing the vast number of professional and academic training facilities in

AbstractMost research on the mechanisms underlying referential mapping has assumed that learning occurs in ostensive contexts, where label and referent co‐occur, and that form and meaning are linked by arbitrary convention alone. In the present study, we focus on iconicity in language, that is, resemblance relationships between form and meaning, and on non‐ostensive contexts, where label and referent do not co‐occur. We approach the question of language learning from the perspective of the language input. Specifically, we look at child‐directed language (CDL) in British Sign Language (BSL), a language rich in iconicity due to the affordances of the visual modality. We ask whether child‐directed signing exploits iconicity in the language by highlighting the similarity mapping between form and referent. We find that CDL modifications occur more often with iconic signs than with non‐iconic signs. Crucially, for iconic signs, modifications are more frequent in non‐ostensive contexts than in ostensive contexts. Furthermore, we find that pointing dominates in ostensive contexts, and suggest that caregivers adjust the semiotic resources recruited in CDL to context. These findings offer first evidence for a role of iconicity in the language input and suggest that iconicity may be involved in referential mapping and language learning, particularly in non‐ostensive contexts.

Conceptually, the language picture of the world is defined as the representation of the real world in the system of concepts and categories of the language. Language processes (e.g., nomination) are inextricably related to the processes of identifying objects from the outside world and their understanding. The three interdependent basic concepts, culture, activity, and language consciousness, are implied to reflect the activity which is preconditioned by the system of cultural regulators and the expression of these relations in communication by means of units and language categories. The Moscow psycholinguistic school, grounded in the speech activity theory, regards the world picture as a system phenomenon in the consciousness of a language speaker / culture bearer, interprets meaning as an ideal form for the objective world to exist, and specifies optimal methods to register the knowledge behind the word in ordinary consciousness of a native language speaker / culture bearer are specified. Among the methods applied, the authors use the free associative experiment to collect data from numerous respondents, speakers of the national language / members of a cultural community. The associative and verbal network, built on mass associative experiments, reflects the systematic connections between its elements, i.e. words, each of them, in its turn, has its meaning and systematicity. The comparison of the language picture of the world fragments, the model components allows to make conclusions on the discrepancy both between meanings (knowledge behind the words) of components and their systematicity. Thus, the associative and verbal network as an integral model of the language picture of the world is capable of reflecting elements in the system at micro and macro levels estimating the meaning and significance of each system element. The advent of associative lexicography has made it possible to obtain the first ever comprehensive model of the world picture from a "naïve" native language speaker / a culture-bearer, and to observe the real interaction and interdependence between the meaning and significance of a separate word within the entire associative verbal network and the associative field. The data of mass associative experiments reflect the real state of everyday consciousness of a speaker / bearer of a certain language / culture. This evidence is used to analyze the synchronous state of consciousness, as well as to register changes that develop diachronically, given the data were collected at definite time periods. The observed changes indicate shifts in the associative verbal network structure along with the changes in the content of the knowledge associated with the word stimulus, thus reflecting the evolution of the society.