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Making the Implicit Explicit: A Structured Learning Pathway for Academic Writing in English Medium Instruction
Full text linkIn English Medium Instruction (EMI) contexts, assessing academic writing is often hindered by misalignment between learning objectives and evaluation criteria. Rhetorical awareness and strategic language use are frequently treated as implicit expectations, disadvantaging students unfamiliar with academic genre conventions. This article proposes a structured, genre-based pathway to make these rhetorical and linguistic demands explicit and teachable. The three-step approach includes: (1) introducing academic genres to raise awareness; (2) conducting comparative move analysis to highlight cross-cultural rhetorical variation; and (3) engaging in reflective activities to develop strategic competence and critical thinking. Grounded in cross-cultural genre analysis, this model seeks to align assessment with teaching by integrating language-focused pedagogy into disciplinary instruction. While further research is needed, it offers a practical framework for scaffolding academic writing in EMI settings and supporting students’ linguistic and rhetorical development
Review of the PanSIG 2025 Conference: Agency & Autonomy in Language Learning
Full text linkThis review article describes and evaluates the PanSIG 2025 Conference. The theme was Agency & Autonomy in Language Learning, and the event was held at Kanda University of International Studies on May 16-18 in Chiba, Japan. This large conference included plenaries, workshops, Special Interest Group forums, presentations, poster sessions, and showcases. After an event overview, highlights, limitations, and closing comments are mentioned. The article explains how the event spotlighted work on language learning and autonomy in Japan at a time of change. It also reflects on how a lively forum such as this can sustain the bonds of a research and practice community
St Andrews Journal of International and Language Education Forum: Our Voices
Full text linkThis editorial forum piece celebrates the inauguration of the St Andrews Journal of International and Language Education (SAJILE), an open access online journal hosted by the International Education and Lifelong Learning Institute (IELLI), University of St Andrews, co-run by students and academic staff. Five key figures in the genesis of SAJILE explore their hopes for the journal, and celebrate its supportive, inclusive, and developmental mission of promoting research for, of, and as teaching by teachers, teacher educators, and early career researchers
How the Syrian conflict shaped mass violence research
Full text linkThe Syrian conflict has reshaped the world in profound ways, influencing geopolitics, security, humanitarian responses, and academic scholarship. The war intensified regional power struggles, strengthened extremist groups, and exposed the limitations of international institutions in crisis resolution. Additionally, the humanitarian crisis fueled global debates on immigration policies, impacting politics beyond the Middle East. Within academia, the conflict has driven significant methodological advancements in conflict studies, particularly in oral history, perpetrator research, and digital research. The unique challenges of studying repression, violence, and displacement in Syria have led to innovations in data collection, ethical considerations, and analytical frameworks. This paper examines how the Syrian war has not only shaped real-world events but also transformed scholarly approaches to studying war and political violence
A Narrative in the Making: : Syrian Lives Through Traditional and Applied Theatre
Full text linkThis narrative essay traces the personal and professional journey of a Syrian theater artist navigating the intersections of traditional and applied theater across Syria, Jordan, Europe, and the United States. Rooted in early fascinations with Syrian television dramas, the author reflects on pivotal turning points that redirected his career toward socially engaged theater practices. Emphasizing applied theater\u27s role in refugee and migrant contexts, the essay chronicles projects with Syrian communities in Jordan, Germany, and Portugal. These experiences underscore the shifting goals of applied theater—from public performance to therapeutic process—and interrogate the politics of representation, especially in Western artistic contexts. Ultimately, the essay is a meditation on diasporic identity, the ethics of storytelling, and the potential of theater as a tool for resistance, healing, and cultural continuity amid displacement
The Eroding Fourth Amendment
Full text linkThe Fourth Amendment of the United States Bill of Rights provides Americans with the right to be free from ‘unreasonable searches and seizures,’ as well as being protected from unwarranted collection of certain information. This right has been significantly qualified over the centuries since the nation’s founding, with the Supreme Court and the legislature finding significant exceptions to the warrant requirement in the 20th and 21st centuries. This article provides an overview of Fourth Amendment jurisprudence in the United States, outlining how perceived ‘national threats’ have contributed to increasing surveillance not protected by the Fourth Amendment. Viewing these increasing exceptions through the lens of various ‘national threats’ from the ‘war on drugs’ in the late 20th century to the ‘war on terror’ and public fears about civil unrest in the 21st century, this article argues that there is no significant link between different modes of constitutional interpretation or political affiliation and the erosion of Fourth Amendment Privacy protections. Rather, this article argues that ‘national threats’ have placed more power into the hands of law enforcement over time, and that new technologies have increased the amount of information that can be collected without a warrant as the courts and the legislature fail to protect against warrantless surveillance
Barefoot and Brave: An Autoethnography exploring Performativity in St Andrews
Full text linkIn this paper, second year student, Tara Phillips explores embodied vulnerability by taking a barefoot walk through St Andrews to expose prejudice and explore daily, unnoticed, social hierarchies. Inspired by William Pope L.’s 1979 Times Square crawl and Judith’s Butlers theory of performativity, Phillips frames her action as symbolic and disruptive. The project, using the self as both researcher and subject, invited public reaction which revealed implicit biases inherited in everyday life. 
Encountering the Market: Marketization in Higher Education and Hierarchy among Non-Academic Staff at the University of St Andrews
Full text linkNon-academic, or Professional Services, staff comprise 46% of the University of St Andrews’ employees. Despite this, as a second-year student, I felt that my engagement with this significant portion of the University’s staff was limited. Thus, I sought to discover what insights would emerge from ethnographic encounters with them. With interlocutors\u27 repeated references to students as ‘customers’ and the University as a ‘business,’ the project\u27s focus soon became the marketization of UK higher education. This paper contributes to “critical anthropology of the neoliberal university” (Gusterson 2017) from the perspective of understudied non-academic university staff. It situates interviews and participant observation with non-academic staff at the University of St Andrews in the context of the increasingly marketized UK university. It proposes that due to marketization, a hierarchy of valuation arises across types of University staff based on their proximity to the student-customer, then concludes with reflections on how students might leverage their ‘consumer’ status to effect change in higher education. 
“From a Mountain in Tibet: A Monk’s Journey” by Lama Yeshe Losal Rinpoche
No full textReview ofLama Yeshe Losal Rinpoche, From a Mountain in Tibet: A Monk’s Journey (London: Penguin, 2023), pp. 272, ISBN: 978-0241988954. £10.9
The Debrief: The Function of Gossip in Configuring Pro-Social Relationships
Full text linkThis project presents the familiar story of a new relationship via the lens of the gossip that fuelled it and investigates the function of gossip within female student friendships. It proposes ‘the debrief’ as a term under which to categorise different gossip-based events contrasting ‘urgent’, ‘formal’, and ‘moving’, debriefs. It argues that gossip functions to transmit both the content of an event and information about the gossip-teller. This information sharing facilitates social bonding and maintains established bonds. For participants, the debrief carried multiple functions: an opportunity for collective problem solving, an outlet for emotional expression, a diversion away from unproductive conflict, and a pleasurable experience within with to romanticise storytelling amongst friends. The project ultimately argues that the debrief is a highly functional occurrence more frequently structured with a positive outlook as opposed to circulating negative content