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Lingua : Journal of Linguistics and Language
Published by PT Penerbit Ilmiah Indonesia
ISSN : -     EISSN : 30323304     DOI : https://doi.org/10.61978/lingua
Core Subject : Education,
Languange, Linguistic, Communication & Media
Lingua : Journal of Linguistics and Language with ISSN Number 3032-3304 (Online) published by Indonesian Scientific Publication, is a leading scholarly journal that has undergone a rigorous peer-review process and is committed to open access publication. Established to advance the field of linguistics and language studies, Lingua is dedicated to publishing high-quality research, theoretical analyses, and practical applications in linguistics and language studies, ensuring the highest standards of academic integrity.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 41 Documents
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Negotiating Policy, Culture, and Conviction: The Role of Teacher Beliefs in Language Education Lestari, M. Nirmala; Ihsan, Pramudana
Lingua : Journal of Linguistics and Language Vol. 2 No. 4 (2024): Desember 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i4.1035

Abstract

This study presents a narrative review of the role of teacher beliefs in language education and their influence on pedagogical practices. The review aimed to synthesize current research to identify how teacher cognition interacts with contextual factors such as policy, culture, and institutional support. A systematic search was conducted across databases including Scopus, Web of Science, ERIC, and Google Scholar using keywords such as teacher beliefs, pedagogical practices, EFL teaching, ESL methodologies, multilingual education, and professional development. Inclusion criteria focused on peer-reviewed studies published between 2010 and 2025. The literature revealed that teacher beliefs significantly shape the adoption of strategies like task-based learning and communicative approaches, although their enactment is often constrained by standardized curricula and assessment policies. Social and cultural contexts strongly mediate these dynamics, with teachers in developed contexts more likely to realize student-centered practices than those in resource-limited systems. Positive beliefs toward technology integration were widespread but frequently undermined by inadequate training and infrastructure. Professional development was consistently highlighted as an effective mechanism for transforming teacher beliefs and aligning them with innovative pedagogies. The discussion emphasizes the systemic barriers—including workload, rigid evaluation frameworks, and limited support—that hinder teachers from implementing their convictions. The findings suggest the need for flexible policy frameworks, increased institutional support, and targeted training to bridge the gap between teacher beliefs and pedagogical practices. Future research should pursue longitudinal and comparative studies to further explore these relationships and their impact on student learning outcomes.
Corpus Linguistics in Discourse Analysis: Toward Inclusive and Critical Frameworks Wiyanti, Endang; Bahari, Septiyan Darma; Ayuningtyas, Diah Ikawati; Wahyuddin, Nur rahmah
Lingua : Journal of Linguistics and Language Vol. 3 No. 3 (2025): September 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i3.1036

Abstract

This study provides a comprehensive narrative review of the integration of corpus linguistics and discourse analysis, examining how methodological and contextual factors influence the field. The objective is to assess the role of corpus methodologies in enhancing discourse analysis while identifying key challenges and future directions. A systematic search of major databases including Scopus, PubMed, and Google Scholar was conducted using targeted keywords related to corpus linguistics and discourse analysis. Inclusion criteria prioritized peer-reviewed empirical and theoretical studies published in the last decade, while irrelevant and non-scholarly works were excluded. The analysis identified four major themes: technological integration, pedagogical applications, policy and institutional contexts, and socio-cultural influences. Results show that technological tools have greatly improved linguistic analysis, though regional disparities in access persist. Pedagogical applications demonstrate improved student outcomes, yet adoption varies across educational cultures. Policy frameworks were shown to shape discourse in areas such as migration and public health, while socio-cultural factors were found to be critical in constructing identities and narratives. The discussion highlights systemic barriers including funding inequalities and political restrictions, as well as opportunities for methodological innovation through integrated frameworks and collaborative research. The review concludes that advancing corpus linguistics in discourse analysis requires both methodological pluralism and systemic reform, with implications for education, policy, and global discourse studies.
Beyond the Hidden Curriculum: Gender, Textbooks, and Educational Equity Kencana, Nila; Susanti, Arik
Lingua : Journal of Linguistics and Language Vol. 3 No. 1 (2025): March 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i1.1037

Abstract

This study presents a narrative review of gender representation in language textbooks, examining how male and female characters are depicted across diverse educational and cultural contexts. The review aimed to identify patterns of underrepresentation, role stereotyping, and heteronormativity, as well as to explore how systemic factors shape textbook content. A systematic literature search was conducted in Scopus, Web of Science, and Google Scholar using targeted keywords and Boolean combinations. Inclusion criteria focused on peer-reviewed studies from 2010 to 2025 that analyzed gender representation in language textbooks through content analysis, discourse analysis, or mixed methods. The findings reveal persistent gender imbalances, with men more frequently represented in professional and public domains, while women are marginalized or confined to domestic roles. Cross-national comparisons demonstrate that such disparities are more pronounced in developing countries but also persist globally, including in contexts with progressive policies. Furthermore, heteronormativity remains dominant, with LGBTQ+ identities largely absent from textbook narratives. These outcomes underscore the gap between policy commitments to gender equity and entrenched cultural, political, and religious influences in education. Addressing these challenges requires curricular reforms, stronger enforcement of gender-sensitive guidelines, and teacher training to critically engage with biased materials. Future research should broaden geographic scope, adopt intersectional perspectives, and investigate digital learning environments. By highlighting both persistent inequities and potential avenues for reform, this review emphasizes the importance of inclusive and equitable textbooks in shaping learners’ identities and opportunities.
Language Ideologies and Policy Development: Navigating Identity, Education, and Globalization Dennison J, Evans; Rusnalasari, Zulidyana Dwi; Marselina, Suci; Raflis
Lingua : Journal of Linguistics and Language Vol. 3 No. 1 (2025): March 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i1.1038

Abstract

Language ideologies play a decisive role in shaping language policy, influencing national identity, education, minority language preservation, globalization, and systemic inequalities. This narrative review examines how ideological frameworks inform policy development across diverse contexts. Using Scopus, Web of Science, and Google Scholar, relevant studies were identified through strategic keyword searches and evaluated based on inclusion and exclusion criteria. The analysis shows that national language policies often embody ideological commitments to unity and global competitiveness, privileging dominant or colonial languages at the expense of minority tongues. In education, policies prioritizing global languages like English can hinder equitable learning outcomes, while mother-tongue based multilingual education demonstrates significant benefits for comprehension, retention, and cultural identity. Revitalization programs in regions such as New Zealand and Latin America highlight how positive ideologies and community ownership foster minority language survival. Globalization and neoliberal ideologies further commodify language, framing it as human capital and reinforcing hierarchies that marginalize local languages. Critical studies reveal how hegemonic languages perpetuate inequality, particularly in academic and professional domains. Systemic governance factors mediate these outcomes, with decentralized and participatory models enabling more inclusive policies. Despite these insights, existing literature shows regional, methodological, and theoretical limitations, underscoring the need for broader comparative and interdisciplinary research. Overall, balancing global participation with local linguistic identities remains urgent. Sustainable reforms must prioritize multilingual education, inclusive governance, and community engagement to promote linguistic justice and cultural diversity.
Community, Education, and Technology in Language Revitalization: A Narrative Review D, Rajkamal; Susanti, Arik
Lingua : Journal of Linguistics and Language Vol. 3 No. 2 (2025): June 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i2.1039

Abstract

Endangered languages are among the most critical challenges in preserving human cultural and intellectual diversity. More than 40% of the world’s 7,000 languages are currently at risk of extinction. This narrative review examines global strategies for language revitalization, focusing on the roles of communities, education, technology, policy, and cultural identity. Literature was gathered from major academic databases (Scopus, PubMed, Google Scholar) using core keywords such as language revitalization and endangered languages. The findings show that community-based initiatives, such as language nests and cultural integration, are crucial for intergenerational transmission. Education policies that include minority languages in school curricula foster measurable gains, while the absence of institutional support often results in stagnation. Digital tools expand access and engagement, though their effectiveness depends on cultural adaptation and community participation. Government recognition and funding further determine success, with marked disparities between developed and developing regions. Overall, language revitalization is not only a linguistic concern but also a matter of identity, cultural resilience, and social justice.
Barriers and Opportunities in Fostering Pragmatic Competence in the Digital Age Kaur, Parwinder; Fanani, Achmad
Lingua : Journal of Linguistics and Language Vol. 2 No. 4 (2024): Desember 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i4.1044

Abstract

This study reviews the development of pragmatic competence within digital communication platforms, aiming to synthesize evidence from recent literature and assess both opportunities and challenges. The review employs a systematic methodology, drawing from databases including JSTOR, ScienceDirect, Google Scholar, and Wiley Online Library, and applying inclusion criteria covering studies published between 2015 and 2024. The findings highlight five central themes: authenticity and context, intercultural diversity, personalization and adaptivity, technological barriers and access gaps, and the potential of emerging technologies such as artificial intelligence, gaming, and virtual reality. Evidence shows that authentic digital contexts and intercultural exchanges foster pragmatic awareness, while adaptive learning technologies enhance individualized instruction. However, significant barriers persist, including infrastructural inequalities, socio-economic disparities, and digital literacy gaps that constrain equitable access to pragmatic learning. Comparative studies suggest that learners in technologically advanced regions benefit more readily from these innovations than those in developing contexts. The discussion links these findings to pragmatic theory, emphasizing the role of systemic factors such as policy and infrastructure, and identifies the need for inclusive strategies to ensure equal opportunities. Recommendations include the development of longitudinal and cross-cultural research, as well as practical integration of advanced technologies into mainstream education. Overall, the study underscores the urgent need for combined strategies that integrate authenticity, intercultural awareness, personalization, and technological innovation to enhance pragmatic competence in digital communication.
Revisiting the Syntax–Semantics Interface: Theoretical, Empirical, and Computational Insights Monteza, Ana Mae M.; Hermansyah, Sam
Lingua : Journal of Linguistics and Language Vol. 3 No. 2 (2025): June 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i2.1045

Abstract

The syntax–semantics interface has become a central focus in linguistics, as it explains how structural configurations shape meaning and how interpretation constrains syntactic possibilities. This review aims to synthesize theoretical, empirical, computational, and cross-linguistic perspectives to provide a comprehensive account of the interface. Findings indicate that generative and minimalist theories emphasize structural roles, while constructionist and distributional models highlight usage and context. Empirical studies reveal challenges for bilingual and heritage speakers, and computational approaches demonstrate the value of hybrid models bridging theory and data. The review contributes to advancing linguistic theory and practice by underscoring the need for integrative models that combine formal rigor, empirical validation, and cross-linguistic inclusivity.
Motivation, Emotion, and Systemic Factors in Second Language Acquisition: A Narrative Review Putri, Cicilia Deandra Maya; HR, Sumarlin Rengko
Lingua : Journal of Linguistics and Language Vol. 3 No. 3 (2025): September 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i3.1046

Abstract

This narrative review synthesizes empirical and theoretical insights on how emotions—such as enjoyment and anxiety—shape language learning. Literature was collected from Scopus, PubMed, Google Scholar, and ERIC using keywords related to emotions, motivation, and affective dynamics in SLA. Positive emotions were found to enhance motivation, cognitive engagement, and communicative competence, while negative emotions, particularly anxiety, constrained attention and memory. Motivation emerged as a mediator linking emotions to achievement, and teacher–student interactions and peer support were identified as key drivers of emotional well-being. Cross-cultural evidence shows that systemic and cultural contexts significantly shape emotional experiences, while technology and affect-sensitive tools reduce anxiety and increase engagement. Policies that integrate socio-emotional learning, teacher training, and culturally responsive practices are essential. Future research should adopt longitudinal and mixed-method approaches to capture the dynamic interplay of emotions in SLA.
Global Perspectives on Social Media and Language Evolution Hartina, St.; Rivia, Dian
Lingua : Journal of Linguistics and Language Vol. 2 No. 4 (2024): Desember 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i4.1047

Abstract

Social media has become a transformative force in global communication, accelerating processes of linguistic change in unprecedented ways. This review aims to synthesize current research on how digital platforms reshape language through neologisms, semantic shifts, non-standard grammar, and sociolinguistic dynamics. A systematic search was conducted across databases including Scopus, Web of Science, JSTOR, and Google Scholar, using targeted keywords and rigorous inclusion criteria. Studies employing both qualitative and quantitative methods were analyzed to capture a comprehensive picture of digital language evolution. Results indicate that platforms such as Twitter, TikTok, and Reddit foster distinctive forms of linguistic innovation shaped by technological affordances and community practices. Neologisms and acronyms emerge rapidly, semantic changes redefine meanings of common words, and syntactic flexibility challenges traditional norms. Sociolinguistic factors, particularly age and community identity, drive adoption, while systemic influences such as globalization and digital connectivity accelerate diffusion. These findings highlight not only the creative adaptability of language but also the challenges posed by polarization and the erosion of traditional registers. The discussion emphasizes the need for inclusive language policies, translanguaging pedagogy, and teacher training to address these shifts. Limitations in current research include insufficient focus on syntax, underrepresentation of non-Western contexts, and methodological challenges in analyzing unstructured digital data. Future research should address these gaps to enhance understanding of digital linguistics. By situating social media as both a mirror and catalyst of linguistic change, this study underscores its central role in shaping communication in the twenty-first century.
Translanguaging and Educational Equity: A Narrative Review of Global Practices Kuswidyasari , Ratih; Kasau, M Nurzin R
Lingua : Journal of Linguistics and Language Vol. 3 No. 2 (2025): June 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i2.1048

Abstract

This narrative review examines the role of translanguaging as a pedagogical framework in bilingual and multilingual education. Drawing on studies published in the last decade, the review synthesizes evidence on how translanguaging enhances comprehension, fosters identity affirmation, and promotes inclusive learning environments. Findings indicate that translanguaging improves academic performance by supporting conceptual understanding and learner engagement, while also validating students’ cultural and linguistic identities. Despite these benefits, systemic barriers such as monolingual ideologies, restrictive policies, and limited teacher preparation remain significant challenges. This review contributes by highlighting both the transformative potential and contextual limitations of translanguaging, and by identifying directions for future research on its long-term and cross-regional impacts.

Page 4 of 5 | Total Record : 41

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