School verbal bullying is highly insidious yet rarely examined from linguistic perspectives. Adopting Bousfield’s impoliteness framework, this paper conducts quantitative and qualitative analysis on bullying dialogues extracted from the film Better Days. Positive impoliteness ranks first at 39 percent, followed by bald on-record impoliteness at 36.6 percent and negative impoliteness at 19.5 percent. Sarcastic mock politeness accounts for the smallest proportion of 4.9 percent despite its strong concealment. In this film, bullies choose different strategies due to distorted class perceptions and group power dynamics, and victims mostly cope with harm via silence. This study verifies the applicability of impoliteness theory in interpreting school verbal bullying and provides linguistic references for bullying prevention.

English is becoming an increasingly important communication language. In terms of language learning, children in Indian government schools acquire English as a second language in addition to their mother tongue. The issues teachers encounter when teaching English as a second language are the subject of the research conducted in West Bengal. In this instance, the survey was conducted among West Bengal government school students who speak Bengali. This study’s main goal is to pinpoint the issues English language instructors encounter when instructing Bengali-speaking pupils. A questionnaire was used to collect data for this investigation. According to research, the most common barriers to English learning include students’ fear of speaking English, overwhelming impact of their mother tongue, a lack of confidence, and curricular constraints. In most situations, students are unable to practise English because their social and cultural backgrounds, as well as their home environment, are unsuitable for utilising the English language, causing them to lose interest in learning English. This study recommends modifying the curriculum to allow kids to read with pleasure and utilising technology to teach English through peer groups and narrative. According to the study, when teachers treat students like friends and help them use the language, students find it more acceptable and their anxiety levels decrease. It also shows that language labs and audio-visual instruction greatly improve students’ comprehension in rural schools.

This research work focused on language endagerment and revitalissation. The aim of this research is study the linguistic influence of Hausa on Kamuku, a Kainji language spoken in parts of Niger and Kaduna States, Nigeria. Due to centuries of trade, intermarriage, and cultural contact, Hausa has functioned as a regional lingua franca, leading to significant lexical borrowing, phonological adaptation, and syntactic convergence in Kamuku. The study highlights how domains such as commerce, religion, education, and administration have accelerated Hausa loanwords into Kamuku, while also noting patterns of code-switching and language shift among younger speakers. Findings suggest that while Kamuku retains its core grammatical structure, Hausa contact has reshaped its vocabulary and communicative practices, raising implications for language maintenance and documentation efforts.

This article examines Leila Aboulela's The Translator through the analytical lens of Serge Moscovici's Social Representation Theory, exploring how the novel portrays the experiences of a Sudanese Muslim woman negotiating the hostland politics of contemporary Scotland. Drawing on close textual analysis, the article argues that racial discrimination, Islamophobia, identity crisis, destitution, frustration, and social alienation experienced by the protagonist, Sammar, are not merely individual psychological conditions but manifestations of hegemonic social representations through which the Scottish host society denies the African Muslim migrant full humanity, dignity, and equal rights. The study further demonstrates how Sammar develops emancipated and polemical counter-representations of herself through her Islamic faith, spiritual self-realisation, and a gradual re-evaluation of homeland, thereby affirming her inherent human dignity in the face of dehumanising social constructions. By relating the novel's literary representations to the principles of the Universal Declaration of Human Rights, the article argues that The Translator functions as a sustained literary critique of the hegemonic representations underpinning contemporary Western host societies while asserting the humanity, agency, and rights of the African Muslim migrant.

The integration of technology in education, specifically through the use of language learning applications, is transforming conventional approaches to language instruction. This study examines the readiness of prospective English teachers to incorporate language learning apps into their teaching practices. The present study is descriptive in nature, a purposive sampling technique was used to select the sample of 55 B.Ed. students from Central and State Universities. Using a mixed-methods approach, both quantitative and qualitative data were collected. The quantitative phase involved a questionnaire-based survey assessing readiness, attitudes, and perceived challenges, while the qualitative phase included semi-structured interview questions to explore deeper insights into beliefs and barriers. After the response was collected, descriptive, inferential statistical techniques were used for analysing the data. The responses expressed by the subjects were graphically represented. Findings indicate that while prospective teachers recognize the potential benefits of language learning apps for enhancing student engagement and individualized learning, they also express concerns related to usability, instructional support, and self-efficacy. Variations in readiness were observed based on prior experience with technology and self-reported confidence levels. This research underscores the need for teacher training programmes to address these challenges and support the effective integration of technology in language teaching. The study contributes to understanding how to prepare future teachers better to leverage digital tools in English language teaching.

Translanguaging is an emerging pedagogical strategy that is relevant for English as second language Classrooms. Initially this term is originated to revitalise the Welse language along with English. This term was explained by Garcia as a discursive practice in general. Later this is extended by him as a pedagogical practice for ESL learners. The paper does not study the linguistic imperialism in general but focusing on the Philipson’s idea of linguicism in which he developed fallacies of why English language should be used in higher education and why the medium of instruction should be used as English one. The idea of linguistic imperialism in the multilingual context of India, English is often treated as the dominant language of education, social mobility, and academic success, while students’ mother tongues and regional languages are frequently marginalized. Such classroom practices reflect linguistic imperialism or linguistic dominance where English gains superiority over local languages and creates unequal linguistic hierarchies. The emphasis on English-only instruction and native-like competence often limits learners’ participation and suppresses their multilingual identities. The study argues that translanguaging pedagogy offers a more inclusive and democratic approach to English language teaching by allowing learners to utilize their complete linguistic repertoire for communication, interaction, and meaning-making. The methodology of this paper is quantitative in nature. Data were collected from an M.A and PhD students from Aligarh Muslim University. It concludes that translanguaging can promote linguistic harmony, classroom participation, and inclusive education in the Indian context.