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All Journal Journal of Language and Pragmatics Studies Journal of Language, Literature, Social and Cultural Studies Journal of Education, Social & Communication Studies
Hazaymeh, Omar Mohammad-Ameen Ahmad
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mother tongue matters: A critical study of indigenous language integration in formal education systems Adnyana, Ida Bagus Artha; Sitawati, Anak Agung Raka; Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.346

Abstract

This study critically examines the integration of indigenous languages in formal education systems, emphasizing the significance of mother tongue instruction in fostering inclusive, culturally relevant, and effective learning environments. The primary aim of this research is to explore the extent to which indigenous languages are incorporated into school curricula, assess the challenges and benefits associated with such integration, and analyse the implications for students’ cognitive development, identity formation, and academic achievement. Drawing on the theoretical frameworks of linguistic human rights and sociocultural learning theory, the study investigates how language policy and pedagogical practices either support or hinder the use of mother tongue instruction. A qualitative research method was employed, utilizing document analysis and semi-structured interviews with educators, policymakers, and community leaders in regions where indigenous language programs are either implemented or lacking. The data collected was thematically analysed to identify recurring patterns, contradictions, and contextual variations in the treatment of indigenous languages within formal education systems. The findings reveal a persistent marginalization of indigenous languages, despite national and international policies advocating for multilingual education. In cases where indigenous languages are integrated, improvements in students’ engagement, comprehension, and cultural pride were noted. However, numerous obstacles persist, including lack of trained teachers, insufficient teaching materials, and limited institutional support. The analysis underscores the need for more inclusive and participatory policy-making that involves local communities and recognizes the pedagogical and cultural value of indigenous languages. In conclusion, the study advocates for a transformative shift in education policy and practice, promoting indigenous languages not only as mediums of instruction but also as essential elements of cultural preservation and empowerment. Effective integration requires collaborative efforts among governments, educators, and indigenous communities to ensure that every child can learn in a language they understand and identify with.
Evaluating English language skills: The role of formative and student-centered assessments in language learning Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Raheem, Bareq Raad; Anjum, Farheen
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.122

Abstract

  This study investigates English language proficiency by examining various assessment strategies, outlining their respective advantages and limitations. It concentrates on established evaluation methods to assess their effectiveness in tracking student progress and informing instructional adjustments. Formative assessments are analyzed to gauge language skills across diverse student populations. Formative assessments, such as classroom observation, interactive discussions, quizzes, and short tests, offer real-time feedback and support adaptive teaching. In contrast, summative assessments, including final exams and comprehensive projects, assess cumulative learning outcomes after instructional periods. The study reveals that formative assessments help educators identify learning gaps and implement targeted interventions. Furthermore, the use of alternative evaluation tools like portfolios, peer assessments, and self-evaluation promotes active engagement and critical reflection among learners. By introducing non-traditional assessment practices, this research highlights the value of student-centered approaches that enhance learner involvement and position students as active contributors to their language development. The adoption of varied assessment techniques ultimately supports a more flexible, responsive, and participatory educational environment.
The role of the mother tongue in EFL classrooms: Kurdish learners’ experiences and teachers’ perspectives Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Raheem, Bareq Raad
Journal of Language, Literature, Social and Cultural Studies Vol. 4 No. 1 (2026): March 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v4i1.454

Abstract

This study explores the role of the mother tongue in English language classrooms by examining the experiences of Kurdish learners and the perspectives of their teachers at Gasha Educational Community. It investigates why students use Kurdish during English lessons and how this practice affects learning outcomes. A qualitative design was employed using semi-structured interviews with 16 students (Grades 4–7) and three English teachers. Findings indicate that Kurdish aids comprehension, reduces anxiety, and reinforces cultural identity, yet over-reliance may limit English proficiency. Both learners and teachers emphasised the importance of a balanced approach, where Kurdish scaffolds learning while English remains the primary instructional language. The study highlights the value of culturally responsive pedagogies that recognise learners’ linguistic backgrounds and enhance effectiveness in EFL classrooms.  
Subtitle translation’s role in shaping cross-cultural understanding, interpretation, and audience engagement in chennai express Yoren, Ni Putu Lovyta Mai; Sanjaya, I Nyoman Suka; Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Anjum, Farheen; Ayub, Sadia; Sarkonbir, Yusuf
Journal of Education, Social & Communication Studies Vol. 3 No. 2 (2026): May 2026
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v3i2.139

Abstract

This study investigates how English subtitle translation shapes cross‑cultural understanding, interpretation, and aesthetic appreciation of the Indian film Chennai Express. Drawing on audio-visual translation theory, especially work on defamiliarization, cultural adaptation, and multimodality, the research examines how subtitles mediate linguistic humour, regional dialects, and culturally loaded references for international audiences. A mixed qualitative design combines multimodal discourse analysis of selected scenes with viewer response questionnaires modelled on cross‑national reception and comprehension studies of subtitled film. Analysis focuses on translation strategies (literal, free, hybrid; domestication vs. foreignization), timing, and stylistic choices, and how these interact with visual and auditory cues to construct meaning and emotion. Findings are expected to show that while subtitles generally secure narrative comprehension across cultures, they also defamiliarize the viewing experience and selectively dilute or reframe culture‑specific humour, social hierarchies, and regional identities. The conclusion argues that high‑quality, culturally sensitive subtitling is crucial for preserving the film’s comic energy and postcolonial cultural textures while enabling global accessibility and intercultural dialogue.
Enhancing knowledge and well-being through leisure reading to promote cognitive, emotional, and social benefits for overall personal growth Panjaitan, Dwi Diva A.; Wajdi, Majid; Ghafar, Zanyar Nathir; Rouf, Md. Abdur; Hazaymeh, Omar Mohammad-Ameen Ahmad; Akdemir, Ahmet Selçuk; Issa, Muhammad
Journal of Language and Pragmatics Studies Vol. 5 No. 1 (2026): April 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i1.73

Abstract

This study aims to explore the multifaceted benefits of reading during free time, focusing on its impact on knowledge acquisition, emotional well-being, and social development. A mixed-methods approach was employed, combining surveys and focus groups across diverse age groups including adolescents and young adults. Data analysis revealed that leisure reading enhances vocabulary, literacy skills, and critical thinking while also providing relaxation, stress relief, and emotional support. Additionally, reading for pleasure fosters empathy, cultural competence, and ethical reflection, particularly among medical students and youth. The findings highlight the role of accessible resources such as public libraries in promoting leisure reading and suggest that early exposure to books encourages lifelong reading habits. The study concludes that leisure reading is a vital activity for intellectual growth and psychological health, recommending further longitudinal research to deepen understanding of its long-term effects.
Co-Authors Akdemir, Ahmet Selçuk Anjum, Farheen Ayub, Sadia Ghafar, Zanyar Nathir I Nyoman Suka Sanjaya, I Nyoman Suka Ida Bagus Artha Adnyana Issa, Muhammad Majid Wajdi Panjaitan, Dwi Diva A. Raheem, Bareq Raad Rouf, Md. Abdur Sarkonbir, Yusuf Sitawati, Anak Agung Raka Yoren, Ni Putu Lovyta Mai