This paper focuses on tertiary English as an additional language (EAL) students' ethical choices, and the factors impacting on them, when deciding whether to engage with artificially-intelligent (AI) ...machine translation (MT) tools for the writing of university assignments. It also investigates how student responses align with either deficit-oriented or translanguaging theoretical perspectives. Via semi-structured interviews, the voices of 23 EAL nursing and midwifery students indicate an array of ethical positions which are based on three key areas of consideration: 1) ownership of language and ideas; 2) fairness and respect; and 3) personal growth. The study highlights the scalar, strategic and dynamic nature of students’ ethical decisions and shows that questions of ethicality tap into individual, social and institutional constructs of fairness and respect, skills recognition, lifelong learning and language dominion. The findings also indicate that discussions of fairness should focus not only on differences between non-EAL and EAL students, but also inequalities within EAL cohorts. Student responses provide evidence of both deficit-oriented and translanguaging perspectives. The researchers call for universities to create clear policies concerning use of MT that recognise the levels of reflection that students engage in when writing their assignments and value the full linguistic repertoires that students bring to global educational settings.
•EAL students do not blindly use artificially-intelligent machine translation.•Discussions of ethical use of machine translation must be expanded beyond academic integrity.•Student perspectives on using machine translation reflect both deficit-oriented and translanguaging discourses.•University policies regarding machine translation should adopt a translanguaging approach to promote fairness.
In this study the potential benefits of using glycerol solutions containing 20%, 40%, 60%, or 80% water as environmentally adapted lubricants (EALs) on the tribological properties of polyoxymethylene ...(POM) and polyetheretherketone (PEEK) polymer composites was examined. For comparative purposes, pure glycerol and water were used. The friction and wear mechanisms of three different polymer composites were analysed: PEEK CF30 (PEEK reinforced with 30% carbon fibre), PEEK MOD (PEEK reinforced with 10% carbon fibre, 10% graphite and 10% polytetrafluoroethylene), and POM CF30 (POM with 30% carbon fibre). The tribological measurements were performed under reciprocating sliding conditions with a steel ball on a polymer plate. For all the composites in glycerol and in glycerol with up to 40% water the coefficient of friction was low (∼ 0.02). The specific wear rate was also low and about the same for all polymers, of the order of 10−8 mm3/(Nm). However, at higher water contents (80% of water and pure water) both the coefficient of friction and the specific wear rate increased and a transfer film formed on the steel counterparts. In the lubricant with a higher water content the PEEK CF30 showed the lowest specific wear-rate increase (24 times in the lubricant with 80% water), followed by the POM CF30 (52 times in the lubricant with 80% water). At higher water contents the POM CF30 showed the smallest increase in the coefficient of friction (3.6 times in the lubricant with 80% water), an increase up to two times less than for the PEEK polymers.
•Dominance of English in academic publishing raises issues of ‘linguistic injustice’.•Mixed evidence from studies of author perceptions, texts and editorial decisions.•Assumptions of Native speaker ...advantage and primacy of language unfounded.•Situatedness and isolation key factors in publishing success.•Geographical location, publishing experience and collaborators have more impact.
Academic publication now dominates the lives of academics across the globe who must increasingly submit their research for publication in high profile English language journals to move up the career ladder. The dominance of English in academic publishing, however, has raised questions of communicative inequality and the possible ‘linguistic injustice’ against an author's mother tongue. Native English speakers are thought to have an advantage as they acquire the language naturalistically while second language users must invest more time, effort and money into formally learning it and may experience greater difficulties when writing in English. Attitude surveys reveal that English as an Additional Language authors often believe that editors and referees are prejudiced against them for any non-standard language. In this paper, I critically review the evidence for linguistic injustice through a survey of the literature and interviews with scholars working in Hong Kong. I argue that framing publication problems as a crude Native vs non-Native polarization not only draws on an outmoded respect for ‘Native speaker’ competence but serves to demoralizes EAL writers and marginalize the difficulties experienced by novice L1 English academics. The paper, then, is a call for a more inclusive and balanced view of academic publishing.
Addressing renewable energy (RE) curtailment in power systems necessitates a comprehensive strategy leveraging peak regulation resources from both the power and load sides. On the power side, deep ...peak shaving of thermal power plants can mitigate surplus electricity during periods of high RE production. On the load side, energy-intensive industrial loads, characterized by large capacity and rapid adjustability, can respond effectively to energy deficits when RE is low. To enhance the peak regulation capacity for optimal RE accommodation, this paper proposes a collaborative optimization method combining electrolytic aluminum load (EAL) regulation with thermal power deep peak shaving (DPS). The study is initiated by developing a sophisticated peak regulation model for the electrolytic aluminum load (EAL), considering production characteristics, cost features, and safety constraints. Subsequently, a collaborative optimization model is formulated, integrating EAL regulation with thermal power deep peak shaving (DPS), aiming to minimize societal peak regulation costs (PRC). Applying this model to a practical regional grid in Yunnan Province reveals substantial reductions in RE curtailment rates, effective minimization of total social PRC, and enhanced operational economics of thermal power DPR under varying wind power scenarios. Notably, the proposed approach requires only minor adjustments to the EAL, ensuring production safety is maintained. This research provides valuable insights for the seamless integration of EAL into grid peak regulation services.
•A refined peak regulation model of the electrolytic aluminum load (EAL) is established.•The segmented cost model of the EAL is constructed.•Collaborative optimization integrating EAL regulation and thermal power deep peak shaving.•The effectiveness of collaborative optimization under various RE scenarios is proved.•The influence of EAL regulation space on the social peak regulation effect is discussed.
This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured ...interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs about multilingualism and multilingually-oriented education, they tended to persist in monolingual teaching practices, did not acknowledge linguistic and cultural diversity in the classroom, and failed to employ multilingual teaching strategies systematically.
•Monthly professional development (PD) with in-service English teachers in Norway.•Teachers hold positive views of multilingually-oriented education.•Participation in PD can heighten sensitivity towards multilingual students.•Monolingual teaching practices continue to dominate linguistically diverse classrooms.
O Método Fônico Sintético (MFS) é frequentemente usado em países anglófonos para o ensino de leitura na língua materna. Em outros países, os dados sobre o uso do MFS para o ensino de leitura em ...línguas adicionais são escassos. Assim, o estudo relatado neste trabalho teve como objetivo compreender o processo de alfabetização em inglês como língua adicional (ILA) de duas crianças brasileiras por meio do MFS em um curso de extensão realizado em uma universidade federal da Amazônia. Os dados foram coletados por meio de gravações em áudio e vídeo e entrevistas. A análise temática foi utilizada para análise e interpretação dos dados. Os resultados sugerem que o MFS é eficaz para ensinar crianças que falam português do Brasil a ler em inglês. A análise também revelou alguns fatores que influenciam as habilidades de leitura dos alunos em ILA e sua atitude em relação ao MFS, abrindo novas possibilidades para estudos futuros nessa área.
Abstract While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, ...the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and reading skills, and whether the factors affecting writing skills differ between EAL and EL1 groups. In a longitudinal design, 100 children aged 9 to 10 years completed a fiction writing task and single-word spelling task twice over a school year. They also completed a non-fiction writing task, and measures of nonverbal intelligence, receptive vocabulary, expressive and receptive oral language, decoding, and reading comprehension. Children with EAL demonstrated lower general writing performance than monolinguals, commensurate with their other language and reading skills, but a relative strength in single-word spelling. Predictors were similar for children with EAL and monolinguals, with decoding skill predicting spelling and writing, and expressive oral language predicting writing. Effects of genre and specific writing sub-skills are also discussed, as well as implications for closing the writing attainment gap.
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