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Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Published by BIAR Publisher
ISSN : 26854805     EISSN : 26854813     DOI : https://doi.org/10.33258/biolae
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
Britain International of Linguistics, Arts and Education Journal is a peer-reviewed journal published in March, July and November by BIAR Publisher. BIoLAE Journal welcomes research paper in language, linguistics, oral tradition, literature, arts, education and other related fields which is published in both online and printed versions.
Arjuna Subject : Umum - Umum
Articles 229 Documents
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Pedagogical Practices and Creative Classroom Environments: Enhancing Language and Arts Achievement among Secondary School Students in Italy Alessandro Ricci
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2015): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

This study examines the influence of pedagogical practices and classroom environments on students’ achievement in language and arts education at the secondary school level in Italy. The research involved 92 secondary school students from an urban public school in Italy and employed a quasi-experimental design. A two-way ANOVA was conducted to evaluate the effects of interactive versus traditional teaching approaches and collaborative versus individualistic classroom settings on students’ performance in language and arts subjects. Achievement was measured through a combination of written assessments, creative projects, and oral presentations. The findings indicate significant main effects for teaching practices, with interactive approaches resulting in higher student performance compared to traditional instruction. Similarly, classroom environment demonstrated a significant effect, with collaborative settings promoting better outcomes than individualistic learning structures. The interaction effect between teaching practices and classroom environment was not statistically significant, suggesting that each factor independently contributes to student achievement. From a linguistic and artistic perspective, interactive and collaborative approaches were found to enhance students’ expressive abilities, critical thinking, and engagement with both language and creative tasks. These findings support educational frameworks that emphasize student-centered learning, creativity, and social interaction as key components of effective language and arts education. Future research should explore longitudinal impacts and include diverse school settings to strengthen generalizability.
Visual Language and Inclusive Media Education: The Role of Sign Language in News Communication for Deaf Audiences Clara Dubois
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

This study explores the integration of sign language in news presentations as a strategy to promote inclusive media education and enhance linguistic accessibility for deaf audiences. A purposive sampling technique was employed, and data were collected through structured questionnaires and supported by qualitative analysis to capture participants’ experiences and perceptions regarding sign language in televised news. Findings indicate that the use of sign language in news broadcasting significantly improves comprehension, engagement, and information retention among deaf viewers. From a linguistic perspective, sign language facilitates meaningful interpretation of complex messages, while from an artistic perspective, it contributes to the visual and performative dimensions of media communication. Educationally, exposure to sign-interpreted news supports media literacy development and encourages active participation in social and civic life. The study further reveals that consistent integration of sign language in media platforms fosters inclusive learning environments and strengthens the relationship between language, visual arts, and communication. However, challenges such as limited availability of trained interpreters and inconsistent implementation across media institutions remain significant barriers. This study recommends the incorporation of sign language-based media content into educational curricula for hearing-impaired learners, as well as policy support for standardized use of sign language in news broadcasting. Strengthening collaboration between educators, media practitioners, and policymakers is essential to advance inclusive communication and sustainable media practices.
Transnational Film as Linguistic and Artistic Practice: Educational Perspectives on Global–Local Collaboration Leonhard Fischer
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

The globalization of the film industry has fostered increased transnational collaboration, transforming not only production practices but also linguistic expression, artistic creativity, and educational value within contemporary cinema. Focusing on partnerships between regional film industries and major global centers, this study examines how multilingual communication, cultural narratives, and artistic practices are negotiated in transnational contexts. Drawing on the theoretical framework of Diffusion of Innovation, the analysis highlights how linguistic choices, including code-switching, translation, and subtitling, function as key elements in mediating cultural meaning and audience accessibility. At the same time, film is approached as an educational medium that facilitates intercultural learning, identity formation, and creative engagement. The findings reveal that transnational film collaborations generate hybrid forms of artistic and linguistic expression, blending local cultural elements with global cinematic conventions. While these collaborations provide opportunities for knowledge exchange, skill development, and expanded audience reach, they also reflect underlying power asymmetries that influence language dominance, narrative framing, and cultural representation. From an educational perspective, transnational cinema serves as a valuable resource for developing linguistic awareness, critical thinking, and intercultural competence among learners. The study emphasizes the need to integrate film-based approaches into language and arts education, encouraging students to critically engage with global media while preserving local cultural identities. In conclusion, global–local dynamics in film collaboration highlight the complex interplay between language, art, and education in shaping contemporary media practices. These collaborations function both as spaces of creative innovation and as sites of negotiation where linguistic diversity and cultural meaning are continuously redefined.
Rethinking Development Communication: Integrating Linguistics, Arts, and Education in a Globalized World Julien Moreau
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

In the context of accelerating globalization, development communication has evolved beyond its traditional focus on information dissemination to encompass linguistic diversity, artistic expression, and educational transformation. This study examines how development communication is reshaped through the intersections of language, media arts, and education in contemporary global settings. Drawing on an interdisciplinary framework, the research explores how linguistic practices such as multilingualism, translation, and digital discourse contribute to the accessibility and effectiveness of communication strategies. At the same time, artistic media—including film, visual storytelling, and digital content—are analyzed as creative tools that enhance audience engagement and cultural representation. From an educational perspective, development communication is increasingly positioned as a means of fostering critical literacy, intercultural competence, and participatory learning. The study employs a qualitative descriptive approach based on literature review and thematic analysis of global communication practices across diverse socio-cultural contexts. The findings reveal that effective development communication in a globalized era requires the integration of linguistic sensitivity, creative media practices, and inclusive educational strategies. Furthermore, the study highlights the importance of balancing global communication models with local cultural identities to ensure relevance and sustainability. This research contributes to the growing discourse on interdisciplinary approaches to communication by emphasizing the role of language, arts, and education in shaping more inclusive, adaptive, and culturally responsive development practices in a globalized world.
Mobile Inquiry and Conceptual Learning: Linguistic and Educational Perspectives in Digital Classrooms Francesca Romano
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

The integration of mobile technologies in education has transformed traditional learning environments into more interactive and student-centered spaces. Within the interdisciplinary framework of linguistics, arts, and education, mobile inquiry-based learning offers new opportunities to enhance conceptual understanding through language-mediated interaction, creative engagement, and digital exploration. This study examines how smartphone-based inquiry learning supports students’ conceptual mastery in introductory-level education, with particular attention to the role of language use, communication processes, and digital learning practices. The findings indicate that mobile inquiry-based learning significantly enhances students’ conceptual understanding while simultaneously promoting active communication, collaborative meaning-making, and creative problem-solving. From a linguistic perspective, the use of digital tools encourages dialogic interaction and supports the development of academic language. From an educational standpoint, it fosters learner autonomy and critical thinking, while also integrating elements of creativity associated with arts-based learning. This study highlights the importance of incorporating mobile technologies as part of an interdisciplinary pedagogical approach that connects language, creativity, and conceptual learning. It suggests that educational practices aligned with digital inquiry can contribute to more meaningful and engaging learning experiences in contemporary classrooms.
Impact of AI-Driven Personalized Learning in Educational Systems on Policy Development Olaoye Olumuyiwa Joseph; Ajilore Opeoluwa Omotayo
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

The integration of AI-driven personalized learning within educational systems is transforming the landscape of policy development. This abstract explores the profound implications of these technologies on various educational policies, including curriculum design, assessment practices, and teacher training initiatives. Personalized learning models, powered by artificial intelligence, offering tailored educational experiences that cater to individual student needs, thereby enhancing engagement and academic achievement. As educators leverage data analytics and adaptive learning technologies, policymakers are prompted to rethink traditional frameworks to create adaptable, inclusive, and equitable educational environments. The findings will underscore the necessity for policies that facilitate the integration of AI tools while ensuring responsible use of data, equity in access, and support for teachers. This discourse will also highlight the importance of ongoing professional development for educators to navigate these innovations effectively. Ultimately, AI-driven personalized learning not only reshapes instructional methodologies but also necessitates a re-evaluation of policy structures to foster an ecosystem conducive to continuous improvement and innovation in education.
Diglossia, Reproach, and Celestial Time: Indigenous Astronomy as a Framework for Understanding Ethiopian Verbal Character Belay Sitotaw Goshu; Arifulhak Aceh; Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

Ethiopian diglossia (Ge‛ez/Amharic) has long been described as a functional hierarchy between liturgical and everyday language. However, this classical model does not explain why Amharic and Oromo speakers exhibit both elaborate politeness (yilugnta) and forceful direct reproach among intimates a paradox that challenges universal politeness frameworks. This study investigates how indigenous astronomical knowledge regulates the speech act of Mekdes (loyal reproach) and proposes an integrated model of Ethiopian verbal character that extends diglossia theory beyond the linguistic domain. A mixed methods ethnographic design was employed, comprising structured interviews with 250 participants (145 male, 105 female) across Addis Ababa, Adama, Debre Berhan, Dire Dawa, and Hawasa; 30 hours of naturalistic audio recorded interactions; elicitation of 50 star related proverbs; and extended participant observation during planting seasons and ritual festivals. Mekdes is a face building act characterised by raised volume, slower tempo, direct pronouns, and forward lean—features that signal belonging rather than threat. The heliacal rising of Bakkalcha (Pleiades) marks the transition from polite caution to permissible reproach. Star names (Saddu: unity; Gulshān: revelation; Gabbiya: accountability) encode moral pedagogy. Celestial diglossia a functional split between priestly and farmer level astronomical registers parallels linguistic diglossia and authorises Mekdes through distinct channels. Ethiopian verbal character is not contradictory but bidirectionally regulated by celestial time. The stars provide a moral clock that tells speakers when a relationship has ripened from stranger hood to intimacy, thereby transforming reproach from face threat into face gift. Educational curricula, intercultural training, and language policy should integrate indigenous astronomical knowledge as essential to communicative competence in Ethiopian highland communities.
Local Wisdom Based Religious Counseling to Reduce Student Bullying Behavior Abdul Munir
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 2 (2026): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

The purpose of this study is related to religion counseling based on local wisdom in reducing student bullying behavior. Religion and local wisdom are important elements that have the potential to be implemented in counseling. Religious values ​​and local wisdom are expected to increase the effectiveness of the counseling process. Religious values ​​and local wisdom can be elements that support the client's acceptance of counseling interventions, so that the counseling process will be meaningful for the client. According to Rangks (2016), counseling with religious values ​​combined with local wisdom has proven effective when implemented to overcome problems experienced by individuals. This study uses research and development (R&D). The development model used is the ADDIE Model (analyze, design, development, implementation, evaluation). The development results were validated by two counseling experts to obtain a feasibility test (validation) and reliability of the local wisdom-based religious counseling model. Next, a limited trial was conducted through an experiment with 10 (ten) students who were perpetrators of bullying. The instruments used were an expert validation sheet, a questionnaire about bullying behavior, and a questionnaire of students' responses to the local wisdom-based religious counseling they received. Data were analyzed using qualitative and quantitative descriptive analysis techniques. The results of the validation test by two (2) counseling experts were categorized as good (75%). Notes and suggestions for improvement included emphasizing the religious and local wisdom aspects more and telling more folktales related to friendship. Based on input and comments from these two counseling experts, the local wisdom-based religious counseling model underwent revision stage I. The implementation stage will end with an evaluation, namely revision stage II. Based on the experimental test data on students who were bullies, a reduction in bullying behavior was obtained with a difference in pretest and posttest scores of 52%. Then tested using the Wilcoxon test, a significant value of 0.005 was obtained, which is smaller than 0.05, meaning that there is a significant difference between the pretest and posttest scores. Students' responses to the local wisdom-based religious counseling they participated in were generally categorized as feeling happy, interesting, clear, and easy to understand. Overall, it can be concluded that the local wisdom-based religious counseling model developed is able to reduce student bullying behavior.
Synergizing Artificial Intelligence and Multiple Intelligences in Project-Based Learning: A Meta-Analysis of Academic Achievement Outcomes Belay Sitotaw Goshu; Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 2 (2026): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

Project‑based learning (PBL) promotes deeper learning but often fails to accommodate diverse cognitive profiles. Artificial intelligence (AI) offers adaptive scaffolding, while Multiple Intelligences (MI) theory provides a differentiation framework. However, no quantitative synthesis has examined their combined effect on academic achievement. This meta‑analysis synthesizes evidence on the synergy of AI and MI within PBL and estimates the overall effect on academic achievement, together with key moderators. Methods: Following PRISMA 2020 guidelines, we systematically searched Scopus, Web of Science, ERIC, PsycINFO, and ProQuest Dissertations (2015–2025). Inclusion criteria were: (a) empirical studies with control/comparison groups; (b) interventions combining AI tools and MI‑based differentiation in PBL; (c) reported academic achievement data; (d) K‑16 learners. Random‑effects meta‑analysis, moderator analyses, and publication bias tests were performed. Forty‑two studies (N = 8,943) were included. The overall effect was moderate and positive (Hedges’ g = 0.48, 95% CI [0.39, 0.57], p < .001). Significant moderators were AI role (scaffolding > content generation > assessment), MI implementation method (student choice > teacher‑assigned/fixed), and education level (secondary > primary > tertiary). Subject domain did not moderate the effect. Publication bias was minimal (Egger’s p = 0.12), and sensitivity analyses confirmed robustness. AI and MI synergize effectively in PBL, yielding meaningful academic gains that exceed the isolated effects of either component. Educators should embed AI as a scaffolding tool (not an automaton) and allow students to choose MI‑aligned project roles. Policymakers should invest in AI tools with MI‑differentiation capabilities for PBL curricula.

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