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LIER: Language Inquiry & Exploration Review
Published by Pemuda Peduli Publikasi Insan Ilmiah
ISSN : -     EISSN : 30627702     DOI : https://doi.org/10.71435
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LIER: Language Inquiry & Exploration Review stands at the forefront of interdisciplinary research and discussion within the realms of linguistics, language education, and linguistic anthropology. With a keen eye on both theoretical frameworks and practical applications, this journal serves as a vibrant platform for scholars, educators, and practitioners to disseminate innovative findings, engage in critical discourse, and explore the multifaceted nature of language and communication. Each issue offers a rich tapestry of articles that delve into language acquisition, sociolinguistics, language policy, semiotics, and more, reflecting the latest advancements and debates in the field. Through rigorous peer review and a commitment to academic excellence, "Language Inquiry & Exploration Review" fosters a dynamic and inclusive scholarly community, contributing significantly to our understanding of language as a fundamental human faculty and its role in shaping societies and cultures around the globe.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "Vol. 1 No. 2 (2024): LIER: Language Inquiry " : 5 Documents clear
Reimagining Language Acquisition in the Age of Artificial Intelligence through Sociolinguistic and Semiotic Perspectives Dwiputri, Amira
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/

Abstract

Purpose: This study explores the transformative impact of Artificial Intelligence (AI) on language acquisition, focusing on the integration of AI tools in language learning through sociolinguistic and semiotic perspectives. The aim is to assess AI’s influence on learner engagement, teacher-student rapport, linguistic diversity, and cultural representation. Subjects and Methods: A mixed-methods approach was employed, combining quantitative surveys and experiments with qualitative sociolinguistic and semiotic analyses. Surveys measured the effectiveness of AI tools in language learning, while content analysis and interviews provided deeper insights into cultural and contextual cues embedded in AI-generated texts. Results: The results demonstrate that AI tools significantly enhance learner engagement and communication willingness, offering personalized and interactive learning experiences. However, challenges regarding linguistic diversity and bias in AI models remain, with gaps in representing regional dialects and non-standard language forms. Semiotic analysis revealed that AI still struggles to incorporate cultural and contextual nuances, which are essential for meaningful communication. Additionally, biases in AI models, including gender and racial bias, were detected, emphasizing the need for diversified training data and bias mitigation strategies. AI’s role in shaping language change was also noted, with AI tools influencing the emergence of new linguistic forms and expressions. Conclusions: AI has the potential to revolutionize language acquisition, but its development must address challenges related to linguistic diversity, bias, and cultural representation. The study advocates for a more inclusive and contextually sensitive approach to AI integration in language education to ensure equitable, meaningful, and diverse learning outcomes.
Exploring Translingual Practices as a Pathway to Inclusive Language Acquisition Artha, Kadek Agus Dwi
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/

Abstract

Purpose: This study explores the role of translingual practices as a pathway to inclusive language acquisition, focusing on how the use of multiple languages in the classroom enhances language learning, engagement, and inclusivity for multilingual students. Subjects and Methods: The study involved 150 students and 10 teachers from five schools, selected to represent diverse educational settings (urban and rural). A mixed-methods approach was employed, combining classroom observations, interviews, focus groups, and surveys. Data were analyzed to assess the frequency and impact of translingual practices on language proficiency, student engagement, inclusivity, and perceived barriers to implementation. Results: Findings indicated that students in classrooms with more frequent translingual practices showed a greater improvement in language proficiency (13.7-point increase vs. 7.3 points in lower usage classes). Students reported feeling more comfortable and confident, with 85%-87% agreeing that using their first language alongside the target language helped their learning. Teachers identified several barriers, including time constraints, concerns about hindering second language acquisition, and lack of bilingual resources. Urban schools showed better outcomes due to greater resources, but rural schools also benefited, highlighting the adaptability of translingual practices. Conclusions: Translingual practices are an effective tool for enhancing language acquisition, fostering inclusivity, and improving student engagement. However, successful implementation requires overcoming barriers such as limited resources, curriculum constraints, and lack of teacher training. With proper support, translingualism can be an inclusive and transformative approach to language education in diverse contexts.
Reconceptualizing Language Acquisition through Embodiment and Materiality Marcella, Eka; Zakiyah, Tasya Amin
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/

Abstract

Purpose: This study aims to reconceptualize language acquisition by exploring how embodiment and materiality influence the processes of learning and meaning-making. It challenges traditional cognitive perspectives that separate mind and body by examining how gestures, sensory experience, spatial arrangements, and material objects actively shape linguistic understanding. Subjects and Methods: The study employed a qualitative interpretive design grounded in phenomenology and post humanist theory. Data were collected through participant observation, semi-structured interviews, and artifact analysis in two multilingual classrooms involving twenty-four learners aged ten to fourteen and four language teachers. Thematic and multimodal analyses were conducted to identify patterns of bodily engagement, material mediation, and sensory interaction in language learning. Results: Findings reveal that language acquisition unfolds as an embodied and materially mediated process. Gestures extend linguistic thought, materials such as objects and digital tools act as cognitive mediators, and spatial as well as sensory environments shape learners’ affective and cognitive engagement. The body functions as a site of memory and meaning, where linguistic recall and comprehension are enacted through movement, rhythm, and emotion. Conclusions: Language learning is a multisensory, relational, and embodied experience that integrates cognition, emotion, and material interaction. Pedagogical practices should therefore promote movement, touch, and sensory engagement to enhance comprehension and retention. The study contributes to theoretical and practical understandings of language as a distributed phenomenon emerging through the interplay of human and material agency.
English Dominance and Linguistic Justice in Contemporary Higher Education Systems Laila Husna Zahra, Laila Husna Zahra
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/

Abstract

Purpose: This study aimed to explore how English dominance shapes the conditions of linguistic justice in contemporary higher education systems. It sought to understand how English functions not only as a communicative medium but also as an ideological force that structures power, recognition, and epistemic legitimacy within multilingual and postcolonial academic contexts. Subjects and Methods: The research employed a qualitative interpretive design grounded in critical sociolinguistics and discourse analysis. Data were collected from institutional policy documents and semi-structured interviews with eighteen participants, including lecturers, students, and policy makers from three universities representing international, bilingual, and local-language contexts. Thematic and critical discourse analyses were used to interpret the relationship between institutional structures, linguistic ideologies, and personal experiences of inclusion and exclusion. Results: The findings revealed that English functions simultaneously as a resource of opportunity and a mechanism of exclusion. Institutional policies framed English as the marker of academic prestige, while local languages were symbolically preserved but materially marginalized. Participants described emotional fatigue, linguistic insecurity, and identity tension in navigating English-dominant systems, yet some also developed bilingual strategies that embodied acts of resistance and linguistic agency. Conclusions: English dominance in higher education perpetuates epistemic inequality by privileging Anglo-normative linguistic standards while undermining local knowledge systems. Achieving linguistic justice requires more than policy inclusion; it demands an epistemological shift that values all languages as equal vehicles of academic thought. Only through such plural recognition can higher education sustain intellectual diversity and moral equity.
Semiotic Citizenship and the Construction of Belonging in Multilingual Public Spaces Aulia Rahman, Aulia Rahman
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/

Abstract

Purpose: This study investigates how semiotic citizenship is enacted and experienced within multilingual public spaces, focusing on how language, visibility, and affect intertwine to construct belonging in the urban environment. It explores how individuals negotiate recognition and participation through linguistic and visual signs that populate the city’s semiotic landscape. Subjects and Methods: The research was conducted across three key urban sites a traditional market, a transportation terminal, and a municipal plaza selected for their contrasting semiotic ecologies. Using a qualitative ethnographic design grounded in semiotic landscape analysis, data were collected through visual documentation, participant observation, and semi-structured interviews with twenty-five participants including traders, migrants, residents, and municipal officers. The analysis combined multimodal discourse analysis and thematic coding to interpret how signs, languages, and emotions converge to produce symbolic belonging. Results: Findings reveal that multilingual signs act as semiotic performances of citizenship, where linguistic hierarchies, creative hybridity, and emotional recognition coexist. Formal spaces reproduce institutional authority through standardized language, while informal environments allow vernacular and hybrid expressions to emerge as acts of grassroots visibility. Participants expressed feelings of inclusion, remembrance, and shared authorship through the visibility of their languages in public spaces. Conclusions: Semiotic citizenship operates as an affective and participatory practice rather than a formal status. Belonging is not merely spoken but inscribed in the multilingual textures of urban life, where visibility itself becomes a moral act of recognition. The city thus emerges as a semiotic democracy continually rewritten through the languages of its people.

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