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Meg van Achterberg. Jimmy Kimmel’s Halloween prank can scar children. Why are we laughing? Washington Post, October 2017. URL:

Trauma and Shame. URL: https://www.oohctoolbox.org.au/trauma-and-shame (visited on 2023-12-10).

Danya Ruttenberg. Famous abusers seek easy forgiveness. Rosh Hashanah teaches us repentance is hard. Washington Post, September 2018. URL: https://www.washingtonpost.com/outlook/famous-abusers-seek-easy-forgiveness-rosh-hashanah-teaches-us-repentance-is-hard/2018/09/06/c2dc2cac-b0ab-11e8-9a6a-565d92a3585d_story.html (visited on 2023-12-10).

What do you consider to be the most important factors in making an instance of public shaming bad?

Reintegration “Public shaming must aim at, and make possible, the reintegration of the norm violator back into the community, rather than permanently stigmatizing them.”

This bottom-up approach to transforming educational spaces challengesthe assumptions embedded in top-down, monolingual policies. Bydesigning schoolscapes that reflect the rich, multilingual realities ofstudents’ communities, educators can create an environment wherestudents are empowered to engage with the complexities of languageand identity.

Linguisticallyminoritised students, especially those whose languages are oftenstigmatised, experienced a shift in perception. Seeing their languagedisplayed in the classroom helped challenge negative stereotypes andpromoted acceptance, respect, and pride in their linguistic identity. Ms.Fjord reported a noticeable increase in students’ willingness to participatein English lessons, particularly among those who had previously beenhesitant or withdrawn

All learners were literate in theirhome languages. Despite the Hebrew-only policy prevalent in the Israelieducation system and reflected in monolingual signage within schools,Ms. Fjord decided to actively recompose the LL of her classroom to betterreflect the diverse languages spoken by her students.

While the socio-historical and political contexts of Israel and the UnitedStates differ, nevertheless, in both contexts, students and teachers findthemselves experiencing linguistic restrictionism and needing to respondin various ways

One approach gaining popularity is the useof the linguistic landscape (LL), or the representation of languages froma given area in public spaces. LLs include the semiotic and sensorialcomponents of the surrounding environment, including languages, images,sounds, and spatial arrangements that shape meaning-making in a givenspace (Melo-Pfeifer, 2023).

Internet has linked the entire world regardless of time and space. Innovation has affected how we think, writeand communicate with others. The notoriety of speedy social interactions on social media has changed ourcommunication designs and gave birth to Text-speak, which is the most adapted mode of communication of thenet-generation. The adolescents cannot be criticised for composing in short-hand as they have adjusted theircomposing style to comply with the word number limitations. Content talk is presently considered a lingo ofEnglish dialect and children are considered bilingual on the off chance that they can communicate in StandardEnglish and text-speak. The matter of concern with short hand writing surfaces when the Text-speak interfereswith scholastic writing and influences students’ performance. At the same time, social media has generouslycontributed to the ubiquity of Facebook, Whatsapp, Twitter, Flash fiction and many more. The length of thesestories, concords with the concentration range of the techno-savvy readers. With encouraged innovations in thetechnical field , we can be sure to see the origin of more dialects and genres as a product of necessity.72984

Rapid advancements in the arena of technology has metamorphosed literature to an extent that its structure ,shape and purpose has completely changed. The advent of alacritous electronic media has replaced personalmeetings to digitalised ones. Reason being, the readers emotional, temporal, and spatial relationship with booksis changing rapidly (Sesek&Pusnik, 2014), the production and consumption of literature is also evolving toshorter and more frequent communications (Strain-Moritz, 2016). A new literary genre has emerged in the formof short digital stories such as flash fiction, mini- fiction, minute stories, sudden fiction, hint fiction, mobile phonefiction, and twitter fiction (Barnard, 2016). These stories have word limit restrictions. For example, twitterimposes a 280 characters limit for each tweet, which increased from 140 characters (For a review see AlSharqi&Abbasi, 2015, 2016). Ironically this genre lacks the traditional flavour of the characters, backdrop settingand a strong plot in which the story use to blossom , nurturing the imagination of a child. Short-digital storiesalso lack vivid descriptions and fail to articulate expressions of characters; therefore, readers connect withcharacters using their own experiences or the experiences of others (Sethi, 2017).The creative outflow of authors in literary writings have been curbed through filters imposed to check unessentialinclusions, deviations, peripheral descriptions & illustrations. Literary text, devoid of literary devices, rhythm &rhyme scheme has lost its very essence & fragrance. Advocaters of short-stories claim that social media promotesa sophisticated form of literary performance art (Franklin, 2014).Today, a new terminology has been introduced in English language like message - msg, important - imp, Goodmorning - G.m and the list is neverending. These short forms save one from reading as well as writing longmessages . This is also because the 21st century generation has less patience for writing and decreasing attention62983

Online Media and Text-SpeakSocial communication permits us to adequately articulate our thoughts into words, words to foster bonds, conveysignificant data, learn from our experiences, and keep on expanding on work done by others (Shariatmadari,2019). Socially, media today has altered social associations and offers an unhindered admittance to individualsacross the globe. Online media clicks permit speedy associations through famous and much used features suchas labels, likes, retweets, and reposts. This simplicity of sharing and communicating makes advanced socialinterchanges limitless. Social media has also generated the need for short term dialect (Akbarov&Tankosić,2016),which is interchangeably called Textese, Digi-talk, Text-speak, Tech-talk, and Internet slang (Akbarov andTankosi, 2016; Cingel and Sundar, 2012; Drouin and Davis, 2009). In both, private and public web-basedcooperations, Text talk is the primary method of public and private communication of the net-generation (Moyle,42981

Despite of the fact that a recent literature review concluded that technology promotes students' creativity andimproves language learning skills (Ahmadi, 2018), the Internet allows short and frequent communications vialimited bandwidth. The Internet facilitates short and frequent communications through restricted tweets andposts. A very common problem faced by present generation is of attention deficit which probably is a result ofextensive and expedious flooding of informatio on the digital platforms. People are hooked to them and intendto be the first to be updated with the happenings worldwide. For example, the net-generation adeptly multi-tasksdigital activities (Bromley, 2010) such as browsing websites, responding or writing emails, communicatingthrough messages, listening to music, and viewing advertisements, alongwith completing their schoolassignments . It is apparent that students are loosing attention and are no longer focussed. They are engaged innumerous activities at the same time. In a research study, students admitted to multi-tasking their school workwith other online activities and reported that online activities distracted them from concentrating on academictasks, which sometimes resulted in incomplete assignments (Adams, 2007).The attraction & involvement in theinternet activities impedes the academic as well as professional achievements of individuals. Not only this,students also feel less inspired to use Standard English (Strain-Moritz, 2016), which could explain their lowcommitment to perfection and grammar

Internet provides us with unlimited resources and the internet users indisputably use these to enhance their skillsof learning, communication, career planning and relationship development. Technology furnishes students withsuch imperative learning tools that it facilitates cooperative learning and offers exciting alternatives for languageskill development through experimentation and helps students in learning the operating rules of formal andinformal languages. Internet based learning promotes motivation, making the learning experience more student-centered. The pandemic era, has neccesitated all educational institutions to adopt web platforms for perseverance.Softwares are commonly employed in order to encourage web based learning and online portals are exercisedfor syllabus, assignments submissions, checking of grades and writing tests.32980

Would Shakespeare be able to read and comprehend the abstracted & abbreviated English language subject mattercurrently circulated on the Internet? Being the greatest English writer for generations to come, is this even a fairquestion to ask? May be yes.The English, he knew and promoted is eroding at a fast pace due to the limitations of online content which leadsto the introduction of Text-Speak and a new genre of short stories called flash fiction. This new dialect isespecially popular among the net-generation (Rosen et al., 2010). The net-generation adeptly uses onlineresources to develop thinking skills, experiment with different methods of learning, gain self-understanding,complete school work, and collaborate with peers and teachers. Nevertheless, the frequent exchange ofinformation and ideas in the form of tweets, emails, posts, and comments which has become a part of our livesnow, can be mentally exhausting. Unsurprisingly, with this constant information deluge, students have less timeto give thought to and perfect their assignments. As a result, Text-Speak has started appearing in students' projectsand assignments which is concerning, as the characteristic elements of English Language are getting severed andit is also affecting their academic performance. Therefore, teachers are sounding alarms about the disadvantagesof Text-speak and emphasizing that Standard English is the foundation of academic as well as professionalsuccess in this era of globalisation

nternet has connected the world irrespective of time and space. Technology has influenced how we write, think,and communicate with others. The popularity of quick social interactions on social media has transformed ourcommunication patterns and gave birth to Text-speak, which is the main mode of communication of thenet-generation. The youngsters cannot to be blamed for writing in short-hand as they have adapted their writingstyle to comply with the word count restrictions. Text speak is now considered a dialect of English language andchildren are considered bilingual if they can communicate in Standard English and text-speak. The concern withshort hand writing surfaces when Text-speak infiltrates academic writing and affects students’ performance. At thesame time, social media has also contributed to the popularity of twitter/flash fiction. The length of these storiesmatches the attention spans of the technology savvy readers. With further technological advancements, we can besure to see more dialects and genres formed as a product of necessity

It is not surprising that short-short digital stories lack the traditional elements of astory including setting, characters, plot, conflict, and resolution. Short-short digital stories also lack vividdescription and articulate expressions of characters; therefore, readers connect with characters using their ownexperiences or the experiences of others (Sethi, 2017).

This constant incoming information is not conducive to learning andstaying focused on the school task. In a research study, students admitted to multi-tasking their school work withother online activities and reported that online activities distracted them from concentrating on academic tasks,which sometimes resulted in incomplete assignments

Text-speak frequently appears in students assignments and adversely affect their schoolperformance. Therefore, teachers are sounding alarms about the disadvantages of Text-speak and emphasize thatStandard English is the bed rock of academic and professional success in English speaking countries. This paperexamines how technology has influenced English language and literature

The emergence of a newgenre of short-stories called short-short stories and the birth of a new English dialect called Text-speak prove thatevery cloud indeed has a silver lining. The popularity of social media exchanges signify that technology users haveaccepted quick social media interactions as a new way of life and have also adjusted their writing to match thecontent restrictions. Educators and parents are concerned that the attitudes and habits of tech-savvy generation aremuddying Standard English as Text-speak is infiltrating students assignments blurring the distinction betweenformal and informal writing.

Such practices were consistently evident across observedclassrooms and appeared foundational in shaping emotionallysupportive and inclusive educational experiences for minority students

Institutionalequity must also be pursued through explicit anti-racist policies andthe dismantling of structural biases in school systems. Integratingrestorative justice frameworks into disciplinary practices can helpreshape school culture in ways that affirm students’ dignity andpromote social–emotional well-being

Studies indicate that inadequate instructional support can stemfrom cultural misunderstandings or implicit biases, leading to loweracademic performance and reduced engagement among minoritystudents

Consequently, sustaining and enhancing these supportstructures is vital to fostering equitable and inclusive educationalenvironments, particularly for minority students navigating complexsociocultural contexts

For minority students adapting to new cultural and linguisticenvironments, the ZPD highlights the value of personalized support.Instructional scaffolding tailored to cultural and language needs hasbeen shown to improve engagement and learning outcomes

Educational inequalities persist despiteinclusive policies, as minority students frequently encounter barriersrelated to language acquisition, cultural dissonance, and implicit biasin teacher expectations

his study investigateshow instructional and emotional support from teachers influence minority students’perceptions of inclusivity and their academic and emotional engagement

For example, Morrell and Duncan-Andrade had students read, discuss, analyze, and critique hip-hop texts by Grandmaster Flash, Nas, and Public Enemy to make connections to canonical poetry texts by Whitman, Shakespeare, and Angelou. In a similar way, Kirkland (2007) incorporated hip-hop texts by artists such as Run DMC, Queen Latifah, and Lil' Kim for a unit called "The Classroom, the Community, and the World," which focused on human experience from a black urban perspective. Kirkland found that through the unit, students met the literacy standards outlined by IRA and NCTE.

he rich rhetorical devices unique to speakers of African American language (AAL) to oppose the view of AAL as inferior and assert its sociolinguistic importance to the identities and cultures of many African Americans.

Labov's (1972) groundbreaking work, Language in the Inner City: Studies in the Black English Vernacular, demonstrated empirically the structure, uses, and logic of African American Vernacular English (AAVE). The importance of work by Labor and others working within the field of sociolinguistics

I focus on the essay of only one student, Robert (pseudonym), because his analysis of a hip-hop text led me to the serious study of scholarship on hip-hop language and literacy

I discovered the validity of using hip-hop in the classroom and that students, including ones who are labeled underprepared or have been placed in developmental or remedial classes, are in a position to educate us if we are willing to listen.

Despite research that argues that standardized tests like the ACT are biased against the linguistic backgrounds of African American students (Fleming & Garcia, 1998), these tests are still used to gain entry to university programs so as to protect the myth that there is one standard English that is superior to other variations. To address the above contradiction, at least at the pedagogical level, in this paper, I examine the writing of one African American student in a transitional college English class to identify hybrid language practices resulting from this student's linguistic background

The doors to higher education opened during the late 1960s and 1970s in large part because of demands made by African American and Latino students. Despite this cultural and demographic shift, a narrow view of Standard American English (SAE) still dominates in the academy (Fox, 1999; Kynard, 2008).

But though I was initially disappointed at being categorized as an extremist, as I continued to thinkabout the matter I gradually gained a measure of satisfaction from the label.

Let me take note of my other major disappointment. I have been so greatly disappointed with thewhite church and its leadership.

I had hoped that the white moderate would see this need. Perhaps I was too optimistic; perhaps Iexpected too much.

MY DEAR FELLOW CLERGYMEN

The more you practice the quicker the process becomes untilyou’re reading like a writer almost automatically.

One thing that I like to do is to highlight andunderline the passage in the text itself, and then try to answer the fol-lowing three questions on my notepad:• What is the technique the author is using here?• Is this technique effective?• What would be the advantages and disadvantages if I tried thissame technique in my writing?

It’s important to read with a pen or highlighter in your hand so thatyou can mark—right on the text—all those spots where you identifyan interesting choice the author has made or a writerly technique youmight want to use

A related issue to school inequality is school racial segregation. Before 1954, schools in the South were racially segregated by law (de jure segregation). Communities and states had laws that dictated which schools white children attended and which schools African American children attended. Schools were either all white or all African American, and, inevitably, white schools were much better funded than African American schools. Then in 1954, the US Supreme Court outlawed de jure school segregation in its famous Brown v. Board of Education decision. Southern school districts fought this decision with legal machinations, and de jure school segregation did not really end in the South until the civil rights movement won its major victories a decade later.

In addition to deterrence, another reason for the adoption of strict discipline policies has been to avoid the racial discrimination that occurs when school officials have discretion in deciding which students should be suspended or expelled

We also have to remember that rhetorical theory teaches that audience iscritical to understanding how languages are used. The three books under reviewonly nominally deliberate on the role of the reader in written codeswitching,a gap that needs to be filled. Future scholarship has to account for the ques-tion of reception, or how codeswitched texts are read and the ethics of suchreadings. Skillful writing encodes multiple layers of information and rhetoricalappeals into texts to facilitate the communication and interpretation of suchworks. Audiences, for their part, grant authority to the writer before they evenengage with the logic of an utterance. “Indeed,” Gilyard reminds us, “writ-ing is largely an exercise in creating the listener” (119). However, the take onwritten codeswitching as rhetorical practices by these books does foregrounda holistic approach to writing that includes both the production and receptionaspect of texts, and thereby asks the kinds of questions which will inevitablylead to greater scholarly, pedagogical, and theoretical development of the field

transculturation

medium of written codeswitching (paper notebooks, the internet, writing itself,etc.) is important to understand the message and that written codeswitchingfundamentally differs from oral varieties.

codeswitching on paper exhibitsa “fluidity in language and script choice, interferences between languages anda degree of code-mixing... [as well as] a sense of norms and genres”

What is needed is critical literature that studies codeswitching in writtendiscourse as thoroughly as that which has been developed for the oral formsof the phenomenon.

n True to the Language Game, Keith Gilyard questions the efficacy of“code-switching pedagogy,” stating that there are “no reputable studiesdemonstrating that speech varieties translate neatly into writing varieties, nopossibility that teachers can teach appropriateness” (129). He concludes hiscriticisms with calls for a reevaluation of the term “code” in the context ofits sociolinguistic origins. He also highlights a striking assumption by com-position as a field: that we have prematurely adopted a pedagogy developedthrough research on spoken language varieties without assessing its appli-cability for written discourse. This questions the field’s implicit marking ofcodeswitching1 as unconventional and illegitimate. At best, writing teacherssay codeswitching is acceptable in community exchanges but not in profes-sional or high stakes settings

To improve low-income students’ school performance, our society must address the problems of poverty and racial/ethnic inequality. As two sociologists argue this point, “If we are serious about improving American children’s school performance, we will need to take a broader view of education policy. In addition to school reform, we must also aim to improve children’s lives where they spend the vast majority of their time—with their families and in their neighborhoods”

the policy of legacy admissions makes it easier for certain wealthy students to gain admission. Under this policy, students who are daughters or sons (or other relatives) of graduates of the institution are given preference in admissions.

you will need to integrate ideas carefully at the paragraph level and at the sentence level. You will use topic sentences in your paragraphs to make sure readers understand the significance of any facts, details, or quotations you cite (see the Paragraph Development chapter for more about developing paragraphs)

avoid repeating your thesis verbatim from the introduction. Restate it in different words that reflect the new perspective gained through your research, which helps keep your ideas fresh for your readers

Research papers generally follow the same basic structure: an introduction that presents the writer’s thesis, a body section that develops the thesis with supporting points and evidence, and a conclusion that revisits the thesis and provides additional insights or suggestions for further research.

Include a direct quote using P.I.E. and reflect on what the source illuminated about your question.

The purpose of an informative essay, sometimes called an expository essay, is to educate others on a certain topic.

A report is written from the perspective of someone who is seeking to find specific and in-depth information about a certain aspect of a topic.

manipulate their literacy and language repertoires to express,communicate, and make gains through writing, using multilingual practices to accomplish what they need with writing. The potential of recognizing these practicesis great: When multilingual writers are allowed to draw on these resources in theirwriting, they express sharp insight into culture and language, are hyperaware ofaudience, articulate similarities and differences among writing styles in multiplelanguages, and often write themselves into new intellectual and professi

I feel like if I can't write it's a lot of things inside me, a lot offeelings that I can't, um, I can't send them to other people, you know. 'Cause, uh,I find myself when I'm writing.

Faridah reveals her developed literate repertoire when she explains that she's"more comfortable writing" in multiple languages than speaking them. She sayssuch a preference for writing gives her time to decide "why I am using this word,this is what I mean from this word." She says that in Arabic "a word has manymeanings. And you can choose this word and maybe it can make this person really mad. You cannot use another word that has the same meaning to make himhappy."

understanding literate activityis understanding how we "constantly make our worlds—the ways we select from,(re)structure, fiddle with, and transform the material and social world we inhabit,

languages are activities, somethingwe do rather than something we deploy.

Meanwhile, linguistic and literate multiplicity has been depicted as a matter ofmovement: Suresh Canagarajah (2006) suggests multilingual writers are "shuttling"among their languages as they write; Ilene Crawford (2010) theorizes rhetoric "asthe study and practice of movement" in order to treat "both roots and routes ascomplex compositions of physical, emotional, and intellectual movement"

"It is now widely conceded that human motion is definitive of social life more often than it is exceptional in our contemporary world"

language that is intended as authentic communication, rather than as an artificial exercise, is more likely to call forth the full range of students' linguistic capabilities

The most important principle of effective instruction for such students is ethnosensitivity, rather than ethnocentrism, on the part of teachers

the most pragmatic position seems to be that of biloquialism

it is unjust to insist on replacing nonstandard dialects with standard ones.

Biloquialism, often termed bidialectalism or biculturalism (as parallels to bilingualism or multilingualism), encourages the learning of mainstream language patterns without eliminating or denigrating nonmainstream ones.

Eradication, the traditional policy in the English teaching profession, assumes the undesirability of language patterns associated with nonmainstream groups and attempts to replace these patterns with more desirable mainstream ones.

many students from nonmainstream cultural groups are faced with a conflict between their own cultural and linguistic systems (and their identity as members of their ‘home’ groups) and those of the standard written language.

All normal human beings, having been enculturated into one group or another, have communicative competence

‘Non-mainstream,’ then, refers to those groups which do not conform to the above characteristics, and whose members speak dialects or non-prestige varieties of English that are considered ‘nonstandard.

Non-standard English, in contrast, is spoken by groups of people who have been isolated from the standard dialect,

‘mainstream’ is used to refer to those people in societies around the world who are characterized as literate, school-oriented, aspiring to upward social mobility

Such variation, of course, has significant implications for educational policy

The term ‘standard English’ generally refers to the variety of English used by the formally-educated people who are socially, economically, and politically dominant in English-speaking countries.

The identification of individuals with particular population groups (e.g., those based on socioeconomic class, gender, age, ethnic origin, or region of a country) is reflected in their use of particular linguistic items

a primary characteristic of any written standard English is the absence of socially stigmatized features

Experiential Learning

Types of Experiential Learning

Unlike

Experiential learning

A drone is able to detect the moth. Also, to see how it's flying and with it wings, propellers will just, will just crush, actually, the moth

150

open field situation in Spain, then you will, uh, end up at the end of the growing season with four kilograms per square meter. If you do this in a high tech greenhouse in the Netherlands at the moment, you will end up with 80 kilograms

Eric Garner was killed by an officer using a prohibited chokehold after Garner had allegedly committed a misdemeanor.

There

The experiential learning cycle rests

learning cycle.

Concrete learning is when a learner gets a new experience, or interprets a past experience in a new way.  Reflective observation comes next, where the learner reflects on their experience personally. They use the lens of their experience and understanding to reflect on what this experience means. Abstract conceptualization happens as the learner forms new ideas or adjusts their thinking based on the experience and their reflection about it. Active experimentation is where the learner applies the new ideas to the world around them, to see if there are any modifications to be made. This process can happen over a short period of time, or over a long span of time.

David Kolb is best known for his work on the experiential learning theory or ELT. Kolb published this model in 1984, getting his influence from other great theorists including John Dewey, Kurt Lewin, and Jean Piaget.

Learning by doing. This is the basis for the experiential learning theory.

Teachers who understand learning theories can better optimize their classroom and help more students learn in ways that work for them.

The Plunder of Black Wealth in Chicago: New Findings onthe Lasting Toll of Predatory Housing Contracts” set outto calculate the amount of money extracted fromChicago’s black communities in the 1950s and 60sthrough the practice of what was commonly referred toas home contract sales (also referred to as homeinstallment contracts, contracts for deed, or land salecontracts)

During theclass sessions, students participated in various activities exploring the functionalities ofChatGPT, discussed ethics and academic integrity, and critiqued AI-generated writing.

This study addresses the urgent need to uncover how students engage with Chat-GPT throughout different components of their writing processes and their perceptions ofthe opportunities and challenges of generative AI

he study found that students utilized generative AI forassisting with both global (e.g., argument, structure, coherence) and local issues of writing(e.g., syntax, diction, grammar

I never would have used, and I decided not toinclude them. While they may obviously sound better than my own authentic words,I just did not feel honest using them

If everyone uses ChatGPT, our style will become moreand more alike” (Lydia, Interview). Similarly, Su pointed out that ChatGPT could make thetext “sound generic and impersonal,” which is a problem “when you are trying to conveyyour own ideas, feelings, and perspectives”

was not a good source for writing as it was impossiblefor a reader to trace the original information

complexity”

The instructor left using AIin their final essay as an open option to the students themselves, ensuring that studentscould pursue the option that works best for their individual need

cerns about the linguistic forms of ideas and alleviate the demanding cognitive load asso-ciated with L2 writin

“revise the wording and grammar only” so shecould refine her language and keep the content original

unearth linkages among hervarious initial yet disorganized ideas she already had

she found the feedback helpful and decided to do more research on the aspectshighlighted

The interviews and students’self-reflections could further shed light on their perceptions and decision-making.

The dualfocus of the cognitive and the social is critical when examining how students engage withand perceive the AI technology and how they negotiate these perceptions and experienceswithin the learning communities of higher education.

However, there is still a substantial gap in knowledge and researchabout students’ real-world integration of AI into their writing workflows, their decision-making processes, and the rationale behind their decision making while they interact withgenerative AI and utilize the technology in their writing in formal educational settings

writing should be investigated inconsideration of its dynamic interplay with institutional, cultural, and technological factors

Consequently, howstudents interact with ChatGPT in natural settings remains largely unknown for researchersand educators

balancing the strengths and limitations of ChatGPT

may rob language learners of essential learning experiences

This evolution reflects abroader need towards a technologically sophisticated approach to writing instruction

design to examine howcollege students use ChatGPT throughout the various components of their writing pro-cesses such as brainstorming, revising, and editing

phenomenological

various concerns arise especially in terms of academic dishonestyand the biases inherent in these AI tools

These dilemmas highlight the need to rethinklearning in an increasingly AI-mediated educational context, emphasizing the importanceof fostering students’ critical AI literacy to promote their authorial voice and learning inAI-human collaboration

This sleep of mine, whatever sleep it is. Were he not gone, The woodchuck could say whether it's like his Long sleep, as I describe its coming on,

Of load on load of apples coming in. For I have had too much Of apple-picking: I am overtired Of the great harvest I myself desired.

But I am done with apple-picking now. Essence of winter sleep is on the night, The scent of apples: I am drowsing off.

And I could tell What form my dreaming was about to take.

Essence of winter sleep is on the night,

My long two-pointed ladder's sticking through a tree Toward heaven still,

My long two-pointed ladder's sticking through a tree

But conflict theorists say that tracking also helps perpetuate social inequality by locking students into faster and lower tracks. Worse yet, several studies show that students’ social class and race and ethnicity affect the track into which they are placed, even though their intellectual abilities and potential should be the only things that matter: White, middle-class students are more likely to be tracked “up,” while poorer students and students of color are more likely to be tracked “down.” Once they are tracked, students learn more if they are tracked up and less if they are tracked down. The latter tend to lose self-esteem and begin to think they have little academic ability and thus do worse in school because they were tracked down. In this way, tracking is thought to be good for those tracked up and bad for those tracked down. Conflict theorists thus say that tracking perpetuates social inequality based on social class and race and ethnicity (Ansalone, 2010).

One day you may catchyourself smiling at the voice in your head, as you would smile at the antics of achild. This means that you no longer take the content of your mind all thatseriously, as your sense of self does not depend on it.

Orwhen you wash your hands, pay attention to all the sense perceptions associatedwith the activity: the sound and feel of the water, the movement of your hands,the scent of the soap, and so on.

n your everyday life, you can practice this by takingany routine activity that normally is only a means to an end and giving it yourfullest attention, so that it becomes an end in itself.

Instead of "watching the thinker," you can also create a gap in the mind streamsimply by directing the focus of your attention into the Now. Just becomeintensely conscious of the present moment.

When you listen to that voice, listen to it impartially. That is to say, do notjudge. Do not judge or condemn what you hear, for doing so would mean thatthe same voice has come in again through the back door.

The good news is that you can free yourself from your mind. This is the onlytrue liberation. You can take the first step right now. Start listening to the voicein your head as often as you can.

t is not uncommon for the voice to be a person's own worst enemy. Manypeople live with a tormentor in their head that continuously attacks and punishesthem and drains them of vital energy.

hebeginning of freedom is the realization that you are not the possessing entity --the thinker. Knowing this enables you to observe the entity. The moment youstart watching the thinker, a higher level of consciousness becomes activated.

There are two levels to your pain: the pain that you create now, and the painfrom the past that still lives on in your mind and body. Ceasing to create pain inthe present and dissolving past pain - this is what I want to talk about now.

it is not so much that youuse your mind wrongly - you usually don't use it at all. It uses you. This is thedisease. You believe that you are your mind. This is the delusion. Theinstrument has taken you over.

When you are present, when yourattention is fully and intensely in the Now, Being can be felt, but it can never beunderstood mentally.

Another librarian might choose a different starting point, yielding slightly different results.

Technically, some systems store the “seed,” or starting point, within a session to ensure consistent results, but starting a new session with the same query may trigger the selection of a different starting point, leading to different results.

Here’s a rough analogy: imagine a library of one million books indexed by subject headings that cluster similar subjects together. A librarian is asked to find the five books most relevant to “history of trade wars.” Rather than scanning every book she: Pulls roughly 10 candidate books from a shelf with a relevant subject heading and skims them. After skimming those candidates, she decides whether her shortlist looks good enough. If not, she jumps to the next-closest shelf cluster and repeats until she runs out of time. In the end, she will have a pretty good (but maybe not perfect) set of five books

When an adult is no longer able to make decisions for himself or herself, a surrogate decision-maker must take over that role.

her condition was irreversible. Recalling a statement that his wife had once made — “I don't want to be kept alive on a machine”

Cognitive offloading refers to the use of external tools to reduce strain on working memory.

Leaving aside the question of how many student users of ChatGPT are using it to cheat, we must ask how can educators best encourage students' ongoing commitment to the friction that is productive learning? How do we harness students' intrinsic motivation to develop the knowledge and skills like critical thinking that will confer agency in an AI-fueled world?

the tools must be well designed, effectively used, and carefully governed (Loble & Hawcroft, [ 8 ]; Loble & Stephens, [ 9 ]). We have also found that of these three broad criteria for edtech efficacy, good governance—encompassing data privacy, security, and ethical use—gets the most attention. This is understandable, especially as some tools move into uncharted territory of psychosocial assessment and even counseling. But by focusing primarily on governance, we can leave the questions of good design and use comparatively underserved. These articles help fill one of those gaps.

Using the educational theory of cognitive apprenticeship, they provide a framework for educators to help students engage with AI tools in a transparent and supportive way, "to optimize their learning and writing without undermining their creative potential," including strategies to fade out support as student expertise grows.

unless it fails to fix its inherent reliability issues, stops "hallucinating" and the hype bubble bursts (Marcus, [11]), making it another example of technology's failure to realize educational potential for students and teachers in classrooms.

In April, as we write the introduction to this issue on Artificial Intelligence and Education, ChatGPT reportedly has 400 million weekly users worldwide, the majority of whom are students (Barnum & Seetharaman, [ 3 ]). It's been one of the fastest ever technology take ups and this month's White House Executive Order aims to substantially expand the skills, use, and understanding of AI in education (Exec Order No. 3 C.F.R. 14277, [ 4 ]).

She knew this coffee-drinking guy wanted tohave sex with her, and she was considering it, but he wasn't improv-ing his chances by making her feel stupid.

Maybehe deserved her contempt, but Corliss realized that very few youngmen read poetry at Washington State University.

Which poet or poem has been quoted most often in the effort toget laid?

Yes. So I started crying, and I kept crying, and I couldn't stop cry,ing no matter how hard I tried. They tell me I cried for two weeksstraight, but all I remember is that first day. I took a leave of absencefrom school, sold my house, and spent my money in a year, and nowI'm here, relying, as they say, on the kindness of strangers.''"I am kind because you are kind. Thank you for sharing your story.'

How did you start writing?

She sat at a Mac and logged on.Her user name was "CrazyIndian," and her password was "StillCrazy."

I keep playing with AI, but the error rate is extraordinary. I have yet to ask one of these tools a single question without finding an error somewhere in the answer.

Here’s an example from a student’s AI-assisted paper: “From the vibrant Yoruba marketplace to the silent void of Elesin’s prison cell, the play unfolds as an exploration of liminality — those fragile thresholds where life and death, duty and hesitation, individual and communal all collide.”

AI is subtly teaching students to think of themselves as irrelevant in every possible way.

AI is subtly teaching students to think of themselves as irrelevant in every possible way.

Like this line generated for me by Stanford University’s Storm app: “The novel The Palm-Wine Drinkard has been recognized for its contributions to both Nigerian literature and the global literary landscape, symbolizing the complexity of African narratives in the face of colonial legacies.”

AI-assisted papers often refer to something once by its proper name and then substitute it throughout the rest of the paper with referents.

That is a sentence. It is grammatically correct. It has no typos. It is snappily short. It is on topic for the course. And ... it means nothing. AI tossed together extremely common phrases — “home to” and “some of” and “world’s most” — to sound good. Then it appended an empty phrase. What are “diverse literary works”? And what makes an individual work “the most diverse”? It deploys many genres? Includes words in many languages? Depicts many ethnicities interacting? In fact, very few texts do any of those things. Which doesn’t matter, because Africa could have two such texts and still have “some of” the world’s “most diverse” texts.

Students continue to believe that brainstorming with AI helps them get to good arguments, but I have not seen any proof of that.

banal

But producing a generation that can’t write — which means, in a profound way, a generation that can’t think

meet the challenge of teaching new forms of digital literacy

second language instructors to work with their students tobuild a strong understanding of how to engage with, fact-check, and question these AItools.

, students should have frequent opportunities to corroborate the accu-racy of the content generated by AI.

AI-generated writing is here to stay and will bewidely accessible to the public

owerful affordances for second language learners thatshould not be discounted

ubiquitou

The Special Rapporteur in the field of cultural rights also stresses the need for digital technologiesto “respect cultural diversity, promote linguistic inclusivity and prioritize underrepresentedcommunities’ perspectives”

Without careful implementation, the widespread use of AI in language processing “could lead to thedisappearance of endangered languages, local dialects, and tonal and cultural variations associatedwith human language and expression” (UNESCO, 2021b, para. 95). Consequently, policy measuresshould actively counterbalance these risks by ensuring that AI technologies support, rather thandiminish, global linguistic and cultural diversity.

o achieve this, it is essential that digital educationaltools and platforms, particularly those using AI, be designed to incorporate multilingual support,ensure equitable access and uphold cultural sensitivity, thereby enabling students from diversebackgrounds to engage with learning materials in their native languages and cultural contexts.

In the context of education, this also means leveraging AI to support culturally responsiveteaching and learning, ensuring that students have access to diverse linguistic and cultural materials.

. Indigenous Peoples’ and local communities’right to free, prior and informed consent in matters that concern them should be respected andprotected.

sociolinguistics

“Childe Roland to the Dark Tower came.”

Dauntless the slug-horn to my lips I set