This study examines prevailing instructional approaches to Directed Writing instruction within Cameroonian English as a Second Language (ESL) classrooms, where traditional emphasis on structural correctness and grammatical accuracy seem to undermine communicative competence, thus operating in contradistinction to the requirements of the Competency-Based Language Teaching model being applied in Cameroon. Drawing on Systemic Functional Linguistics and sociocultural theory, this paper analyses classroom practices through mixed-methods data—including observations, teacher interviews, and learner text analysis—to reveal persistent product-oriented pedagogies, inconsistent genre awareness development, underutilized linguistic mediation strategies, and a disconnect from students’ plurilingual realities in Cameroon. The research proposes an integrated framework uniting genre pedagogy, with its focus on textual structure, social purpose, and audience awareness, and linguistic mediation, which leverages cross-linguistic conciliation and interpretation. This approach empowers learners to circumnavigate academic and real-world writing tasks while affirming their multilingual identities. Findings advocate for curriculum and Cameroon GCE O/level assessment reforms aligned with the Competency-Based Language Teaching Model, emphasizing implications for teacher education, resource (re)design, and policy initiatives that reconcile communicative competencies with real-world scenarios and local linguistic ecosystems in Cameroon.
One of the main challenges for legal systems operating in multilingual, multicultural settings is to improve the clarity of communication across different cultures. Legal documents, court proceedings, and administrative practices are deeply rooted in the assumption of certain linguistic and cultural knowledge, which most of the participants do not have, thus, leading to a lack of fairness and understanding. This article sets forth a model for enhancing cross, cultural clarity in legal communication by merging the findings of legal linguistics and intercultural communication. It maintains that clarity should not be regarded as a matter of style but as a prerequisite for the legitimacy of the law. The article starts with an analysis of the ways in which legal meaning is communicated in specialised legal jargon, complex sentence structures, and culturally loaded metaphors, which make it difficult for laypeople and non-native speakers to understand the law. With the help of examples taken from rights information, contracts, administrative forms, and judicial instructions, it demonstrates misunderstandings that have structural features of legal discourse as their causes rather than individual language abilities. The article then considers how intercultural elements such as story, telling techniques, ways of showing politeness, and the understanding of authority influence legal communication and interpretation. Taking this discussion as a starting point the authors offer a multiple, component and a very comprehensive approach towards achieving clarity. At the textual level, it stresses the use of plain, language drafting, simple syntax, clear explanation of ideas, and careful use of evaluative or culture, bound expressions. Gradually, it points out the function of interpreters and legal intermediaries in levelling the communication playing it’s field. At the institutional level, it looks at multilingual policies, standardisation of key legal messages, and training in intercultural and semiotic awareness. Addressing clarity as a dynamic process of co-constructing, the article encourages practices that acknowledge power imbalances and help persons to be well informed in their communication. By merging theoretical discussion with real, life examples, it puts forward a semiotically informed, culturally responsive framework for legal language that facilitates inclusion, communicative justice and harmony between law's ideals and the diverse communities' lived experiences. Key Words: Cross-cultural clarity;Legal communication; Legal linguistics; Intercultural communication; Plain language drafting; Multilingual policies; Communicative justice; Cultural responsiveness; Semiotic awareness; Power imbalances.
Artificial intelligence (AI) is increasingly integrated into language education, yet its application in assessment remains comparatively underexplored. While prior research has largely focused on AI-supported instruction, less systematic attention has been given to how AI-enabled assessment systems are designed, implemented, and evaluated for effectiveness. This systematic review synthesizes evidence from 50 high-quality studies selected through a PRISMA-informed methodology from an initial pool of 961 records. The review examines three core dimensions: (a) the design of AI-enabled language assessment tools, (b) their implementation and institutional integration, and (c) their effectiveness in supporting learning outcomes and assessment quality. Findings indicate that AI-enabled assessments—particularly automated feedback, scoring, and adaptive systems—offer benefits in efficiency, learner engagement, and formative learning. However, challenges related to validity, fairness, transparency, and ethical governance persist. The review identifies critical research gaps in longitudinal studies, school-level contexts, multimodal assessment, and policy frameworks. Implications for educators, institutions, and policymakers are discussed, emphasizing the need for responsible, pedagogically grounded, and ethically informed adoption of AI-enabled assessment in language learning.
Intonation is a crucial feature of spoken English that shapes meaning, intention, and interpretation, and its misuse can result in communication breakdown and emotionally driven conflicts, especially in intimate settings such as family interactions. While earlier studies emphasized formal, rule-based accounts of intonation detached from communicative context and grounded in the analyst’s perspective, more recent socio-pragmatic approaches highlight the importance of context, social interaction, and implied meaning in interpreting intonation. Despite this shift, insufficient attention has been paid to how context influences intonation choices in emotionally charged discourse. Against this backdrop, this study investigates discourse intonation patterns and context in family conflicts in House on Fire by Gloria Bamiloye, drawing on David Brazil’s Discourse Intonation Model and Jacob Mey’s Pragmatic Act Theory (2001). The analysis reveals two dominant intonation patterns: the proclaiming fall and the referring rise, each performing key communicative and pragmatic functions in the discourse. The proclaiming fall signals assertiveness, authority, and finality, often marking discourse closure and reinforcing dominance, as seen in Kunle’s alignment with patriarchal expectations. In contrast, the referring rise expresses appeal, challenge, and emotional engagement, frequently used to provoke response, signal resistance, or convey disbelief, as reflected in Iyabo’s speech. Their alternation, alongside pitch variation, indexes not just structural meaning but underlying emotions such as anger, protest, dominance, and defiance, particularly in moments of conflict where speakers negotiate power and control through intonation. These patterns are further influenced by certain contextual triggers such as socio-cultural beliefs on patriarchal dominance, cultural and religious beliefs on parental responsibility, clash of priorities, gender responsibility and de-responsibilisation, psychological and situational contexts such as rebuttal arguments, disappointment. Family conflicts are portrayed as aspects of social issues that are conveyed through intonation patterns, and enhanced by contexts.
The human mind is a complex and dynamic entity that plays a central role in shaping an individual’s identity, behaviour, and overall well-being. This study explores the nature of the mind with particular emphasis on thoughts, emotions, desires, and expectations. It examines how unfulfilled expectations lead to emotional disturbances such as frustration, anxiety, and depression, while self-awareness and positive thinking contribute to mental stability. The paper also establishes a literary connection with The Alchemist, demonstrating how the protagonist’s journey reflects the importance of inner clarity and self-belief. Using a qualitative and philosophical approach, the study highlights the need for emotional regulation, reduced dependency on external validation, and acceptance of life’s uncertainties. The findings suggest that mental well-being is closely linked to the ability to manage expectations and cultivate a positive mindset. The study contributes to educational psychology by offering insights into emotional resilience and self-development.
