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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 226 Documents
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Digital Multilingualism, Creative Expression, and Youth Identity: Educational Perspectives on English Loanwords in Online Communication Isabelle Martin
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 investigates the role of English loanwords in shaping youth identity, with a focus on their linguistic, artistic, and educational implications in digital communication. Using a quantitative survey design, data were collected from 410 high school and university students through structured questionnaires assessing language attitudes, identity construction, and patterns of digital language use. Participants responded to Likert-scale items addressing perceptions of modernity, cultural affiliation, and language preservation. The data were analyzed using factor analysis and regression techniques to identify key attitudinal dimensions and their influence on language practices. The findings indicate that English loanwords are widely embraced as resources for creative expression and identity performance in digital contexts. While participants expressed strong appreciation for global linguistic trends, they also emphasized the importance of preserving local languages as part of their cultural identity. This study highlights the need for language education to move beyond rigid monolingual frameworks by acknowledging digital multilingualism as a legitimate and valuable component of contemporary communication. Educators and policymakers are encouraged to integrate students’ digital language practices into pedagogical strategies to enhance engagement, creativity, and linguistic awareness.
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.

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