Language, Literature and Education: Research Updates Vol. 11

Rethinking Normalcy: A Comparative Reflection on Inclusive Education in Italy and the United Kingdom

Raffaella Cantillo — Tue, 14 Apr 2026 00:00:00 +0000

This book chapter stems from a reflection of British and Italian teaching practices within the mainstream and inclusive classroom debate. It issues from first-hand experience of teaching in both British and Italian schools and focuses on a view of the mainstream inclusive schools setting in the UK as the nearest comparison to our Italian setting. Whilst the British educational system offers the additional opportunity of special schools meant exclusively for impaired students, this is not contemplated in the Italian educational system. The other claim in this chapter comes from a reflection of mainstream inclusive schools in the UK, as these are the nearest comparison to Italian schools, although some differences still remain noticeable. Considering the plethora of extant studies in this field, it was possible to narrow the research scope to exploring notions of normalcy and creativity across the educational borders; The chapter engages with ideas of normalcy vs. estrangement in connection with educational modalities in Italy and in the UK primarily; this often informs how creativity in the classroom often results into adaptive modalities which turns oddity into the inclusive norm. It is a global, ethical concern for teachers worldwide that all children be allowed in an inclusive school environment and through digital resources, to reach out to a much wider educational community.

Teachers’ Challenges in Implementing Mother Tongue-Based Multilingual Education (MTB-MLE) in Lower Primary Grades of Chongwe District, Zambia

Clare Mwiinga, David Sani Mwanza — Tue, 14 Apr 2026 00:00:00 +0000

Zambia is a multilingual, multi-ethnic state whose sociolinguistic landscape has been shaped to a large extent by historical factors of migration and colonialism. Through the application of Ruiz’s three language orientation theories, the authors analyse language teaching and learning from the standpoint of language as a right, language as a problem and language as a resource. This chapter investigates the challenges that teachers face while employing Mother Tongue Based Multilingual Education (MTB-MLE) strategies in Primary schools in Chongwe District in Zambia. The study adopted a descriptive research design with a qualitative research approach. Descriptive research design is a systematic methodology which describes the features of a population, event, or phenomenon. It answers “what,” “where,” “when,” and “how” questions. A descriptive research design does not examine causation but presents facts about existing conditions in detail. Using a purposive sampling technique, a sample size of 30 teachers (three from each of the ten schools) was selected, where Focus Group Discussions, document analysis and classroom observation were employed to gather the data. The analysis demonstrates that significant challenges are found to have been faced by teachers when applying MTB-MLE, including inadequate materials, concepts that are too difficult to be interpreted into the mother tongue, time-consuming and a high teacher-pupil ratio. Furthermore, the research highlights the importance of utilising MTB-MLE in multilingual classrooms to facilitate learners’ rapid and efficient progress toward literacy. Therefore, teachers are supposed to be liberal when teaching multilingual learners by helping learners not familiar with the language of Instruction (LOI) by explaining concepts in the language familiar to them.

Music Integration in Physical Education Teacher Preparation: An Integrative Review of Pedagogical Evidence, Curricular Barriers and Interdisciplinary Opportunities

Tue, 14 Apr 2026 00:00:00 +0000

Physical education has increasingly moved beyond narrow skill-based instruction toward more holistic and learner-centred approaches that value meaningful movement, engagement, and lifelong participation. This study employs an integrative literature review design to synthesise contemporary scholarship on music integration within physical education teacher preparation (PETE), drawing on empirical, theoretical, and review-based studies across sport science, educational theory, and curriculum studies. The review examines research published between 2015 and 2025 on three interconnected areas: the effects of music in physical activity and physical education, the curricular and institutional barriers limiting its use in PETE, and interdisciplinary perspectives that may inform future curriculum development. The analysis indicates that music can enhance motivation, affective engagement, coordination, and movement learning, yet its pedagogically purposeful use remains inconsistently addressed in teacher preparation programs. It further suggests that stronger interdisciplinary collaboration, rhythm-based pedagogy, and music-informed practicum experiences could help PETE programs better prepare future teachers for holistic and engaging physical education practice. By consolidating these strands of research, the review clarifies the pedagogical significance of music integration and highlights directions for policy, practice, and future research.

Reimagining Learner Centred Pedagogy: Evaluating the Impact of the Flipped Classroom Model in Higher Education

C. L. Shilaja, U. Jeyapriya — Tue, 14 Apr 2026 00:00:00 +0000

In the age of digital communication and social media, teaching learners has become a challenge that is unlike ever before, especially for Gen Z. Consequently, it is essential to reconceptualise classrooms and adopt a student-centred approach to effectively engage learners in tertiary education. In this context, "flipped classroom" has recently not only garnered the interest of academicians but also offers a unique approach to teaching and learning with the potential to transform the conventional method of teaching. However, there is a dearth of research about the effectiveness of this instructional model among the arts and science students at the collegiate level. Therefore, to contribute to this line of research on the flipped classroom model of instruction, this study analyses the perspectives of the flipped classroom model and examines the impact on the learners. The population of this study consisted of 45 second-year students of the Literature programme in the Faculty of Arts, and 48 students of Computer Science in the Faculty of Science programme at Stella Maris College, Chennai. The research instruments for investigating students’ perception of flipped classrooms were a) a questionnaire, and b) analytics on the number of views of videos. Based on the findings, the flipped classroom model has shown promising results in tertiary education across various disciplines. By watching short lecture videos both self-made and MOOC and answering questions on in-video quizzes their self-efficacy improved and the instructor also found more time to engage the students actively in classroom activities. Students were positive in their perception of flipped classrooms and agreed that in-class activities improved their understanding of concepts. It was also noted that students had the flexibility to watch the videos whenever they had doubts or wished to deepen their understanding, allowing them to learn at their own convenience. Moreover, the learners experienced a positive learning environment in using the flipped classroom. In Google Classroom, the materials in the form of activities and videos provided detailed instructions. The YouTube channel created for self-made video tutorials offered the students the chance to view the content at their own pace, enhancing their understanding of the concepts.

This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in challenging core courses.

Reading Habits, Vocabulary Learning, and Grammar Strategies as Predictors of Writing Proficiency among Senior High School Students in the Presentation of Mary Schools in Davao City

Jay D. Ontal, Ariel E. San Jose — Tue, 14 Apr 2026 00:00:00 +0000

Background: Writing is a complex skill that requires education and consistent practice, as it involves idea generation, organisation, lexical coherence, grammar integration, and critical analysis. Poor writing proficiency is a significant barrier to academic achievement. Many students struggle with writing due to various factors affecting receptive skills, which in turn influence productive skills.

Aims: Specifically, this sought to measure the levels of reading habits, vocabulary learning, grammar learning strategies, and writing proficiency, their correlation, and the significance of their influence.

Methodology: This study utilised a quantitative approach employing a regression analysis research design. It was conducted during the academic year 2025–2026 in selected Presentation Mary Schools in Davao City. A total of 202 senior high school students were randomly selected as respondents from a target population of 420. Data were collected using an adapted survey questionnaire to determine the descriptive levels of the independent variables, alongside a researcher-developed essay question to measure the dependent variable. Likewise, the instrument underwent a pilot testing and reliability test, garnering a Cronbach's alpha of higher than 90%. Both descriptive and inferential statistical tools were applied to analyse the data.

Results: The results showed that reading habits (2.87), vocabulary learning (3.06), and grammar learning strategies (3.01) both obtained high levels, while writing proficiency (78.62) got a proficiency level of low, indicating that such contents in the receptive skills still do not show an effect on the productive skill. Furthermore, both reading habits (0.30) and vocabulary learning (0.39) showed a moderately low significant correlation, while grammar learning strategies (0.58) showed a moderately high significant correlation with writing proficiency. This was further solidified by the regression analysis results. Both reading habits (0.650) and grammar learning strategies (0.75) showed no significant influence, while grammar learning strategies (0.00) showed a significant influence on writing proficiency. Overall, the determinants' combined influence on the criterion is statistically significant.

Conclusion: The data showed of the very big gap in the variance, which only accounted for 33.1%. This suggested for a further study delving into other variables and indicators not covered, which may account for the remaining 66.9% of the variation. Future studies should explore additional variables to explain the remaining 66.9% variance in writing proficiency. Qualitative research is also recommended to identify emerging themes that may serve as new variables. Additionally, school administrators may implement programs that strengthen reading, vocabulary, and grammar skills to improve writing.

A Cross-Linguistic Analysis of Errors Made by Shona-Speaking Students in Using Chinese Degree Adverb '太' (tài)

Itayi Artwell Mareya, Xiaohua Feng, Amanita R Mareya — Tue, 14 Apr 2026 00:00:00 +0000

Background: Zimbabwean students learning Chinese at the University of Zimbabwe often face difficulties in using the Chinese degree adverb “tai”, resulting in frequent grammatical errors.

Aims: This study investigates the types and causes of errors made by Zimbabwean Shona-speaking students when using the Chinese degree adverb "太" (tài), and proposes remedial teaching strategies.

Methodology: A cross-sectional error analysis study was conducted at the Confucius Institute at the University of Zimbabwe, Harare, Zimbabwe and Zimbabwean students in China. Data were collected over one year (2021–2022) from 100 Shona-speaking students (HSK levels 1–5). Instruments included a structured questionnaire, interviews (via phone and WhatsApp), and analysis of students’ homework. Errors in the use of "tài" were identified, classified, and analysed for frequency and underlying causes.

Results: Four main error types were found: omission, redundancy, word order, and mixed errors. Redundant errors were the most frequent. Major causes included negative transfer from Shona and English, insufficient teaching emphasis on "tài," and a deficiency in locally adapted teaching materials.

Conclusion: Cross-linguistic differences between Shona and Chinese significantly hinder accurate acquisition of "tài." The study recommends targeted teaching strategies, improved teaching materials (including Shona–Chinese contrastive resources), and a shift in teaching perspectives to address these errors systematically.

Reason in Ruins: Idealism and Poetics of Ideology in Saul Bellow's World of Fiction

Ramzi Marrouchi — Sat, 16 May 2026 00:00:00 +0000

This paper examines the intricate interplay between ideology, philosophy, and aesthetics in Saul Bellow’s fiction, revealing how his humanist aspirations are persistently undermined by the ideological pressures of modernity and late capitalism. Through close readings of Humboldt’s Gift, Herzog, Mr Sammler’s Planet, and Ravelstein, the study exposes Bellow’s oscillation between moral idealism and material complicity—an intellectual tension that reflects the crisis of meaning in post-Enlightenment thought. Drawing upon the philosophical frameworks of Hegel, Marx, Derrida, and Habermas, the paper argues that Bellow’s fusion of philosophical reflection and literary narrative both enriches and destabilises his art, blurring disciplinary boundaries between fiction, history, and theory. Ultimately, Bellow’s world of fiction emerges as a site where the contradictions of Western humanism are laid bare—a poetics of ideology that mirrors the fractured consciousness of the modern age.

AI Tools for Gamifying Education to Improve Student Engagement and Knowledge Retention: A Critical Narrative Review

Disha Grover — Tue, 14 Apr 2026 00:00:00 +0000

The integration of artificial intelligence (AI) into gamified educational environments represents one of the most consequential developments in contemporary pedagogy. By combining the motivational mechanics of game design with the adaptive, data-driven capabilities of AI, educators and technologists are creating learning experiences that respond dynamically to individual learner needs. This review critically examines the theoretical foundations, empirical evidence, and practical implications of AI-assisted gamification in education, with a particular focus on its capacity to enhance student engagement and knowledge retention. Drawing on peer-reviewed literature published between 2019 and 2026, the review synthesises findings from meta-analyses, systematic reviews, and empirical studies spanning primary, secondary, and higher education contexts. A comprehensive search was conducted across the following databases: Web of Science, Scopus, Google Scholar, PubMed, ERIC (Education Resources Information Centre), IEEE Xplore, ACM Digital Library, EBSCO Education Source, PsycINFO, and the OECD iLibrary. Evidence consistently indicates that well-designed gamified learning environments produce moderate to large positive effects on cognitive, motivational, and behavioural outcomes. When further enhanced by AI capabilities such as intelligent tutoring, adaptive feedback, natural language processing, and learning analytics, these effects are amplified through personalised challenge calibration and real-time responsiveness. However, the review also identifies significant concerns, including the persistence of the novelty effect, algorithmic bias, data privacy risks, digital inequity, and the frequently observed transition from intrinsic to extrinsic motivational dependency. Design principles drawn from self-determination theory, flow theory, and tailored gamification research are proposed as guiding frameworks for sustainable implementation. Institutional, pedagogical, and ethical recommendations are offered, and directions for future longitudinal research are outlined.