This article interrogates the positioning of British colonial meteorology in Malaysia and Singapore from the 1940s to 1960. This period spanned a global conflict and an internecine war, effecting profound sociopolitical changes from which neither Malaysia nor Singapore would emerge the same. The meteorological services were essential to Britain’s armed conflicts, providing vital weather information to the army, navy and, especially, the air forces, as well as supporting the aviation and shipping industry often in difficult and dangerous circumstances. This article argues that British military policy in South East Asia and the specific concerns of the colonial government in Malaya directly commanded the meteorological agenda on the ground during this period, with a secondary but significant impact on tropical climate and weather research. It thus addresses the interplay of science, colonialism and military interest from the perspective of a region that has featured little in the history of science.

As higher education increasingly embraces internationalisation, the surge in demand for English as the medium of education (EME) poses significant challenges for stakeholders. This keynote places disciplinary literacies (DLs), defined as the ability to appropriately participate in the communicative practices of a discipline (Airey, 2011), centre stage as a crucial construct for effective teaching and learning within specific subjects. Despite their critical role in facilitating comprehension and production of discipline-specific practices and texts, their integration into EME settings often remains overlooked, raising concerns about students’ mastery of disciplinary content. Against this backdrop, with the help of the ROAD-MAPPING framework (Dafouz & Smit, 2020) as a conceptual and analytical tool, and drawing on data from the SHIFT research project, I will illustrate how ROAD-MAPPING can be used to examine comprehensively and in a socially situated way the role of DLs in students’ learning experiences. The paper advocates for the importance of supporting students (and lecturers) in the development of DLs in EME underscoring the pivotal role ESP (English for Specific Purposes) and EAP (English for Academic Purposes) professionals play in facilitating effective EME implementation.

Young learners' attitudes and motivation are important indicators of foreign language learning success and have thus attracted increasing attention over the last decades. As a large country where English is taught as a foreign language (EFL) and children generally start learning English at an early age, China provides an ideal context to study the attitudes and motivation of young EFL learners. Drawing upon the socio-educational model, this study surveyed 521 Chinese parents using an online questionnaire and interviewed eight of them to examine their perspectives on their children's attitudes and motivation towards EFL learning. The findings suggest that parental factors – socioeconomic status and parental involvement – influence young learners' EFL attitudes and motivation, as perceived by their parents. Parental factors, age at the onset of English language learning and intensity of exposure explained a significant amount of the variation in parents’ reports on the attitudes and motivation of young learners. Furthermore, the parents reported that their children's EFL attitudes and motivation were constantly changing, and that family, school and extracurricular training appeared to play different roles in this process of change.

The international recognition of the Armenian genocide is the most prominent issue shaping Turkish-Armenian relations today. Nevertheless, the academic literature lacks empirical analyses of people’s perceptions of the genocide in Turkey. To address the gap, the article provides an exploratory investigation into people’s online comments regarding the genocide on the most popular Turkish forum website, Eksisozluk. Guided by Cohen’s (2001) theoretical approach, the study explores online entries on the topic spanning from 2002 to 2018 (N = 2127). The findings reveal eleven attitudes that individuals adopt in the debate. The article examines the diversity in responses by utilizing Cohen’s typology, which helps to define and categorize individuals’ rationales for denial. Further, it shows that Cohen’s approach could contribute to explaining non-denying responses to the recollection of past suffering. The study concludes that people do not uniformly follow the official line concerning the Armenian genocide in Turkey.

Throughout the Cold War, Yugoslavia was the only socialist country that participated in the Western-led international refugee regime and acted as a transit zone for refugees hoping to reach the Western Bloc. Those transiting were mainly, but not exclusively, escapees from various countries in the Soviet bloc. A few refugee groups also settled in Yugoslavia against the backdrop of shifts in international constellations, tense relationships with neighboring countries, and transnational mobilizations. This article will first investigate the dichotomy between transit and the few instances of refugees integrating into socialist Yugoslavia. Next, it will investigate the ease of the resettlement process by exploring how the length of time spent in the country was influenced by hierarchies among different refugee groups based on ethnic origin, political allegiances, class, and which opportunities for resettlement were available to whom. Finally, it will reflect on how the changing role of temporary refuge or permanent haven that Yugoslavia ascribed to itself was constructed and challenged by the host society, potential countries of resettlement, and the refugees themselves.

The Habsburg Empire has typically been understood as a continental power with few overseas aspirations, or as Robert Musil waxed nostalgically in his fictional Kakania: “A Ship would now and then be sent off to South America or East Asia, but not too often.” It is mostly true, of course, that Austria did not have “ambition for world markets or world power,”1 but recently historians have begun to explore the role colonial fantasy played in an empire with no actual overseas colonies to speak of.2 The Empire did support a series of oceanic voyages in the 19th century. None resulted in permanent settlement of course, but the voracious enthusiasm with which a Habsburg public responded to them is a testament to the weight colonial discourse had even in continental empires like Austria's.3 A small, but exciting literature has sprung up around these expeditions, situating them in their broader political contexts.4 The exercise has been fruitful at situating Habsburg history in a broader global context and has done much to de-provincialize what was once a relatively insular field.

This article describes the research on the nationalization of peasantry in Poland by the Polish sociologist Józef Chałasiński (1904–1979). He realized that the ethnicity and nation in Poland were formed with the exclusion of peasants marginalized by privileged classes. The idea of a nation was used to ensure class domination over peasants; their inclusion in the nation was tantamount to the abandonment of the peasant culture and rural lifestyle. Chałasiński described the emergence of a modern Polish nation through the popularization of the elite culture, which led to the gradual disappearance of the peasant class in Poland.

The legislative coalition responsible for passing the 1964 Civil Rights Act did not set out to use busing as a means to end school segregation. When it came time to implement relevant portions of the law, however, busing became the primary method for reversing “separate but equal” education. In this paper, we provide a legislative policy history detailing the unanticipated, but nearly two-decade long, congressional battle over busing. Through a detailed examination of congressional hearings, floor debate, and roll-call votes, we shed light on the collapse of the pro-civil rights coalition responsible for the landmark achievements of the early 1960s. In its place emerged a new, bipartisan, and interregional bloc of lawmakers—led by southern Democrats and Republicans but joined by a pivotal group of (ostensibly liberal) northern Democrats—who were opposed to efforts by the Supreme Court and administrative state to end school segregation in the North as well as the South.

This agenda identifies future research trajectories for the corpus revolution, proposing five specific research tasks designed to explore and advance the application of corpus linguistics in language education. These tasks focus on: (1) contrastive data-driven learning, (2) the development of corpus research for informing national language curricula, (3) the use of artificial intelligence for corpus informed language teaching and learning, (4) the reconsideration of the design and development of pedagogical corpora, and (5) the need for stakeholder engagement with corpus research design. Addressing these tasks requires a unified and collaborative effort as they sit at a number of key intersections in corpus applications to language pedagogy. We ask scholars executing them to engage in broad and cooperative research to meet the evolving needs of learners globally, to examine the potential of corpus linguistics for addressing new challenges in language education, and to influence and shape future directions in applied linguistics.

Although real wages have long been a cornerstone of our understanding of the premodern economy, in recent years historians have become sceptical about their usefulness as a proxy for living standards. One of the main concerns is that, before industrialization, most households did not depend on wages but were self-employed. This article therefore proposes a new methodology to test the representativeness of real wage series for the general population by comparing changes in the purchasing power of builders’ wages with the relative position of building labourers in tax lists. Not surprisingly, it confirms their exceptional position, which evolved according to remuneration. Instead of disregarding the unreal wages, the methodology shows a promising path forward. The relationship between changes in wage income and the relative position in fiscal sources can be exploited to identify other groups who were or became dependent on this type of labour. Accordingly, it holds the potential to retrace shifts in the functional distribution of income and the wage systems for different groups in the premodern economy.

wh-fronting questions (as in English) are analyzed as wh-movement while wh-in-situ questions (as in Chinese) are analyzed as LF movement or unselective binding. Optionality between the two types of questions is observed in many languages, however, upon closer inspection, a stream of previous literature argues that only one strategy is truly available in any given language. Cheng (1991) and Faure & Palasis (2021) argue that wh-fronting languages in Indonesian and Colloquial French are not derived by wh-movement, while Chang (2016) argues that wh-in-situ questions in Colloquial Singapore English (CSE) are not derived from unselective binding or LF movement but are declarative syntax questions. Bobaljik & Wurmbrand (2015) explicitly propose that a language can either have the true wh-in-situ or the wh-movement strategy, but not both.

This paper uses CSE as a case study and argues that it allows true wh-movement and true wh-in-situ questions. CSE has been argued to only allow wh-movement by some (Chang 2016) and to only allow wh-in-situ by others (Lan 2016). This study experimentally tests the predictions made by these analyses and shows that the patterns are best accounted for if both ‘true’ wh-movement and ‘true’ wh-in-situ questions exist in CSE (see also Sato & Ngui 2017), thus challenging the previous analyses for CSE, and the cross-linguistic generalization in Bobaljik & Wurmbrand 2015.