Lingeduca: Journal of Language and Education Studies

VOICING HYBRIDITY: A CRITICAL DISCOURSE ANALYSIS OF CODE-SWITCHING AND IDENTITY CONSTRUCTION AMONG THIRD-CULTURE YOUTH ON SOCIAL MEDIA

2025-11-13T11:25:14+07:00

Third-Culture Youth (TCY), a growing global demographic, navigate complex hybrid identities. Their use of code-switching (CS) on social media a key “third space” is a central yet often misunderstood discursive practice, frequently stigmatized rather than analyzed as a sophisticated mechanism for identity construction. This research utilizes Critical Discourse Analysis (CDA) to investigate the specific functions of code-switching as a strategic discursive resource employed by TCYs to construct and perform hybrid identities in digitally-mediated environments. A qualitative, netnographic methodology was employed, analyzing public social media content (N=1,284 artifacts) from 45 purposively sampled TCY informants across Instagram, TikTok, and Twitter (X). Fairclough’s CDA framework was applied to link linguistic texts to social practices. Findings reveal CS is a normative practice (present in 82% of data). Two primary functions were identified: (1) In-Group Signaling to establish community boundaries, and (2) ‘Affective/Nuanced Expression’ to convey cultural-emotional concepts (e.g., natsukashii) deemed untranslatable in English. Code-switching is not a linguistic deficit but a sophisticated, learned mechanism for “voicing hybridity.” TCYs strategically deploy CS as a resilient social practice to perform a coherent ‘third culture’ identity, actively challenging dominant monolingual ideologies.

BEYOND “HE” AND “SHE”: A CRITICAL DISCOURSE ANALYSIS OF LINGUISTIC EQUITY AND NON-BINARY GENDER REPRESENTATION IN EFL TEXTBOOKS

2025-11-20T00:04:07+07:00

Scholarship has long critiqued gender imbalance in English Language Teaching (EFL) materials, yet a significant gap persists regarding identities outside the gender binary. Textbooks often reinforce a cisnormative worldview, failing to reflect contemporary linguistic and social realities. This study critically analyzes the discursive practices constructing gender representation, focusing on the exclusion of non-binary identities and the status of linguistic equity in widely-used EFL textbooks. A Critical Discourse Analysis (CDA) was employed, examining a corpus of three major, globally-distributed EFL textbook series. The analysis integrated quantitative pronoun frequency counts (“he”, “she”, singular “they”) with qualitative and semiotic analysis. Findings reveal a systemic “binary-only entrenchment.” Despite quantitative parity between “he” and “she”, there was a zero-occurrence of the singular “they” for human reference. This erasure is actively maintained through discursive avoidance (e.g., “he or she”) and reinforced by stereotypes, amounting to symbolic annihilation. The analyzed textbooks are not merely outdated but actively perpetuate a hegemonic, binary-exclusive ideology. This failure in linguistic equity misprepares learners and constitutes a significant ethical and pedagogical lapse in the ELT industry.

AUGMENTED REALITY IN FOREIGN LANGUAGE LEARNING: ENCHANCING VOCABULARY ACQUISTION THROUGH IMMERSIVE EXPERIENCES

2026-01-29T15:46:02+07:00

Foreign language learning continues to face persistent challenges, particularly in vocabulary acquisition, which is often constrained by decontextualized instruction and limited learner engagement. Recent advances in educational technology suggest that augmented reality (AR) can offer immersive and interactive learning environments capable of addressing these limitations. This study aims to examine the effectiveness of augmented reality–based instruction in enhancing vocabulary acquisition among foreign language learners through immersive learning experiences. The research employed a quasi-experimental design involving an experimental group receiving AR-supported vocabulary instruction and a control group taught using conventional methods. Data were collected through pre-tests and post-tests, classroom observations, and learner perception questionnaires, and were analyzed using both descriptive and inferential statistical techniques. The findings indicate that learners exposed to augmented reality demonstrated significantly higher vocabulary gains, improved retention, and greater learning motivation compared to those in the control group. Qualitative data further revealed that immersive visual and contextual cues facilitated deeper semantic understanding and learner engagement. The study concludes that augmented reality is a pedagogically effective tool for foreign language vocabulary instruction, offering meaningful, context-rich learning experiences. These results suggest that integrating AR into foreign language curricula can substantially enhance vocabulary learning outcomes and learner motivation, while also supporting innovative, technology-enhanced pedagogical practices.

LANGUAGE, POWER, AND ACCESS: AN ETHNOGRAPHIC STUDY OF LINGUISTIC BARRIERS FACED BY REFUGEES IN HOST COUNTRY HEALTHCARE SYSTEMS

2026-01-10T21:50:10+07:00

Global refugee displacement has intensified encounters between linguistically diverse populations and host country healthcare systems, where language frequently operates as a mechanism shaping access, power, and equity. This study aims to examine how linguistic barriers are experienced, produced, and negotiated by refugees within healthcare institutions, with particular attention to everyday interactional practices and institutional language regimes. An ethnographic qualitative design was employed, involving prolonged participant observation, in-depth interviews with refugees and healthcare professionals, and analysis of institutional documents across multiple healthcare sites. Data were analyzed thematically through an iterative process linking micro-level communicative interactions with broader organizational structures. The findings reveal that linguistic barriers are not merely technical communication problems but are structurally embedded in healthcare routines that privilege dominant languages, professional authority, and efficiency. Limited and inconsistent interpreter provision, reliance on ad hoc mediation, and monolingual clinical practices constrained refugees’ participation, informed consent, and continuity of care. Refugees developed adaptive strategies to navigate these constraints, yet such strategies shifted the burden of communication onto patients rather than institutions. The study concludes that language functions as a key mechanism through which healthcare access is regulated and inequality is reproduced. Implications highlight institutional responsibility for equitable, linguistically responsive healthcare systems globally.

DEVELOPING CRITICAL CONSCIOUSNESS: A CRITICAL LITERACY APPROACH TO ANALYZING MEDIA REPRESENTATIONS OF IMMIGRANTS IN A HIGH SCHOOL ENGLISH CLASS

2026-01-10T21:47:23+07:00

The portrayal of immigrants in media significantly shapes public perceptions, often reinforcing stereotypes and societal biases. Despite the growing importance of media literacy, high school curricula often overlook critical engagement with such representations. This study explores the application of a critical literacy approach in a high school English classroom to analyze media portrayals of immigrants. The primary objective was to enhance students' critical consciousness by equipping them with tools to deconstruct media messages, specifically focusing on immigrant representations. A qualitative research design was employed, utilizing pre- and post-surveys, classroom observations, and student interviews to assess the impact of the intervention. The results revealed a notable increase in students' ability to identify stereotypes and biases in media content, with 85% of students demonstrating heightened awareness of media's role in shaping public attitudes toward immigrants. Students reported greater confidence in critiquing media portrayals, reflecting a deeper understanding of the power dynamics involved. The findings suggest that a critical literacy approach fosters critical thinking skills and social awareness, empowering students to actively engage with media. This study underscores the potential of integrating critical literacy practices into high school curricula to address social justice issues. Future research should explore the long-term effects of such interventions in diverse educational contexts.

THE EFFICACY OF AI-POWERED TUTORS VS. HUMAN TUTORS IN DEVELOPING EFL ORAL FLUENCY: A COMPARATIVE EXPERIMENTAL STUDY

2026-01-18T09:47:57+07:00

The rapid advancement of artificial intelligence has led to the increasing use of AI-powered tutors in English as a Foreign Language (EFL) instruction, particularly for speaking skills development. Despite growing adoption, empirical evidence comparing the effectiveness of AI-powered tutors and human tutors in developing oral fluency remains limited and inconclusive. This study aims to comparatively examine the efficacy of AI-powered tutors and human tutors in enhancing EFL learners’ oral fluency across multiple fluency dimensions. This research employed a comparative experimental design involving two groups of EFL learners who received equivalent instructional content over a fixed intervention period, differentiated only by tutoring modality. One group engaged in AI-powered tutoring, while the other received instruction from human tutors. Pretest and posttest measures of oral fluency were administered, focusing on temporal, interactional, and discourse-related indicators. Quantitative data were analyzed using inferential statistical techniques to determine within-group and between-group differences. The findings reveal that both AI-powered tutors and human tutors significantly improved learners’ oral fluency. AI-powered tutors were particularly effective in enhancing temporal fluency, including speech rate and reduced hesitation. Human tutors demonstrated superior effectiveness in developing interactional competence, discourse coherence, and pragmatic appropriateness. The study concludes that AI-powered tutors serve as effective supplementary tools for oral fluency practice, while human tutors remain essential for higher-level communicative development. A hybrid instructional approach is recommended to maximize EFL speaking outcomes.