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Journal of Language and Pragmatics Studies
Published by Yayasan Mitra Persada Nusantara
ISSN : -     EISSN : 29856051     DOI : https://doi.org/10.58881/jlps
Core Subject : Humanities, Education, Social,
Humanities Languange, Linguistic, Communication & Media Social Sciences
The journal covers emerging issues in Language studies, Pragmatics and Discourse Analysis. Preference is given to well-researched papers that expand the frontiers of theoretical or empirical knowledge in these disciplines. It is interested in harnessing top-notched research in these fields worldwide and then making them available on open access to readers. The editorial board seeks to conduct high-quality research in Pragmatics and Discourse Analysis through a thoroughly blind peer-review process. Journal of Language and Pragmatics Studies (JLPS) covers, refers to, and/or under the fields of sciences: [51802] SOCIAL SCIENCES - Behavioural and Cognitive Sciences -- Linguistics [62201] HUMANITIES - Language and Culture -- Language Studies [62202] HUMANITIES - Language and Culture -- Literature Studies [62204] HUMANITIES - Language and Culture -- Other Language and Culture
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 84 Documents
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Language policies and teacher strategies for promoting psychological inclusiveness in the diverse classroom in Aba aducation zone Emmanuel lucas Nwachukwu; Francisca Ifeoma Ehiemere; Osuji Columbus Otuosorochi; Regina Ijeoma Ukwuoma
Journal of Language and Pragmatics Studies Vol. 5 No. 2 (2026): August 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i2.161

Abstract

This study examined the influence of language policies on classroom inclusivity and the strategies employed by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted. Using stratified random sampling, 200 junior and senior secondary school teachers were selected. Data were collected via a structured four-point Likert-scale questionnaire and analyzed using descriptive statistics and inferential statistics (independent samples t-test; one-way ANOVA) at α = 0.05. Language policies exerted limited practical influence on psychological inclusiveness (cluster mean = 2.48), revealing a persistent policy-practice gap. Teachers nonetheless employed diverse inclusive strategies including differentiated instruction, code-switching, and culturally responsive pedagogy (cluster mean = 2.79). Key implementation barriers included inadequate training, resource deficits, and weak administrative support (cluster mean = 2.67). No statistically significant differences in inclusive strategy use were found by gender (t = 0.743, p = .458) or teaching experience (F = 1.032, p = .380). This study contributes empirical evidence on the disconnect between language policy intent and classroom reality in a linguistically complex Nigerian urban zone, offering actionable insights for policymakers, curriculum designers, and teacher educators.
Conceptualising love in Yorùbá socio-cultural contexts Tayo Adebayo
Journal of Language and Pragmatics Studies Vol. 5 No. 2 (2026): August 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i2.162

Abstract

The examination takes a novel approach to how the Yorùbá culture conceptualises love. The rationale for the study is that, while many studies examine proverbs related to love and marriage, none have focused solely on proverbs about love. The scarcity of such studies has left a vital gap in research exploring how love is contextualised in both romantic and non-romantic contexts. The present study, therefore, investigates how the Yoruba tribe contextualises love within its socio-cultural milieu. Guided by Searle's (1969) speech act theory and Brown and Levinson’s (1987) politeness theory, the study collected data through purposive sampling, gathering Yoruba love proverbs from two Yoruba language tutors. The study’s findings demonstrate that Yorùbá love proverbs and expressions comment on love in both romantic and non-romantic contexts. Love in a romantic context depicts love as a feeling and commitment, while love in a non-romantic context presents love as a foundational factor in human relationships and love as a means of negotiating one’s needs at the expense of others. This research contributes to African cultural studies by demonstrating how foundational cultural concepts like love are encoded, transmitted, and negotiated through oral traditions, offering necessary insight into Yorùbá worldview and social relationality.
Impoliteness and turn taking in selected Gbas Gbos interaction among Nigerians on X Tayo Adebayo; David Esuola
Journal of Language and Pragmatics Studies Vol. 5 No. 2 (2026): August 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i2.163

Abstract

Impoliteness strategies, a concept that underscores how people’s self-worth is bruised in interactions, have been investigated at different levels in Nigerian scholarship, particularly on social media. Most of these studies have been premised on socio-political issues, whereby Nigerians have employed impoliteness strategies towards government authority. Few studies have explored impoliteness and turn-taking strategies among Nigerians on X. This gap necessitated the present study to examine the impoliteness strategies and turn-taking in gbas gbos interaction among Nigerian netizens on X. The study’s data was collected using a purposive data collection approach from X social media platform. The data was bound by Culpeper’s (1996) impoliteness framework and conversation analysis by Harvey Sacks et al. (1975). The study’s findings unwrapped that gbas gbos interactions are marked with gross impoliteness, using strategies such as bald-on-record, positive, negative, and mock or sarcasm impoliteness. Conversational analysis via turn-taking highlighted how the participants observed turn-taking rules during the interaction.
Degree and forms of codeswitching: Academic and social engagement impact among ESL college education students Crystel Rivas; Kyla Miravalles; Nicole Cabarles; Isabel Bartolay; Sharmelle Garcia
Journal of Language and Pragmatics Studies Vol. 5 No. 2 (2026): August 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i2.165

Abstract

This study investigated language alternation, specifically code-switching and translanguaging, among second-year education students at DEBESMSCAT, analyzing its manifestations and effects on academic and social engagement. Utilizing an Explanatory Sequential mixed-methods design, the research initially quantified code-switching prevalence and forms through a comprehensive survey. Subsequently, in-depth qualitative interviews explored students' subjective experiences, language preferences, and perceived impacts on learning, understanding, and social interaction. Findings indicate that code-switching is a pervasive communicative strategy across all examined majors, functioning as both a cognitive and social resource that enhances participation and collaboration. Science and Filipino students extensively employ it for conceptual clarification in academic settings, while Social Studies students predominantly use it in informal, peer-based, and collaborative interactions. Despite its demonstrable utility in enhancing comprehension, participation, and engagement, students reported challenges in balancing practical communication practices with institutional English-only mandates, expectations, and specific academic requirements. Furthermore, language alternation was found to support confidence-building, collaborative learning, inclusivity, and positive peer relationships in diverse classroom contexts, thereby fostering deeper understanding. The study concludes that language alternation serves as an indispensable, dynamic tool fostering understanding, confidence, and peer solidarity, thereby underscoring the necessity for pedagogies that validate, support, and effectively integrate students' multilingual competencies within higher education environments.

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