This research employs Ruth Wodak's Discourse-Historical Approach (DHA) to analyze the linguistic strategies utilized in the 2024 US presidential debate featuring Donald Trump and Kamala Harris. This study utilizes a qualitative approach to scrutinize how candidates employ references and discussion techniques to secure public acceptance. The findings indicate that both candidates utilize references and communicate in a manner that establishes their identities and policies to engage with their targeted voter demographics. Harris emphasizes themes such as unity, reform, and inclusive governance, whereas Trump leverages populism and critiques the existing system, utilizing fear-based rhetoric to enhance his support. This analysis illustrates how their individual speaking methods reflect their unique historical contexts and approaches to securing public support in a difficult political environment.

This study examined the intricate use of metaphorical language by President Joe Biden inaugural address, revealing its profound impact on political rhetoric and public perception. Utilizing conceptual metaphor theory as a framework, this study thoroughly identified and analyzed different types of metaphors in Biden's speech: conceptual, structural, and cultural. The analysis revealed how these metaphors transcend mere linguistic ornamentation and serve as fundamental cognitive tools that shape collective understanding and emotional connection. Biden’s speech, which is rich in metaphors, transforms complex political and social challenges into relatable stories and images that, resonate deeply with a wide audience. This study also contextualizes metaphorical use in a broader historical and cultural context, highlighting the dynamic nature of the political discourse. Moreover, it sheds light on the educational importance of understanding metaphors, emphasizing their roles in enhancing communication and rhetorical skills in various fields. This study offers deeper insight into the strategic use of metaphors in political rhetoric and how they play a crucial role in the interplay between language, cognition, and persuasion.

This investigation examines the significance of symbols in Allen Ginsberg's "Sunflower Sutra" and William Blake's "Ah! Sunflower" in the context of Roland Barthes' theory of signs, emphasizing their distinct interpretations. This research used a thorough qualitative method to check the poems, applying Barthesian analysis to sort their meanings into three different systems. The results show that Ginsberg's Sunflower stands for spiritual growth and self-discovery, while Blake's "Sunflower" explores the link between innocence and experience. Data gathering involved a close look at key lines from both poems, supported by a psycholinguistic view that ties semiotic readings to the authors' mental states. This method shows the complicated ties between symbols, meaning, and the poets’ psychological backgrounds, enhancing our understanding of their works. It helps readers explore the deeper feelings and reasons behind the writing of each poem.

Advertisements are used in foreign language teaching, but this genre is appealing rarely in literature teaching, particularly in poetry. Poetry is one of the interesting genres to teach in the classroom. The intention of teaching poetry is, at times, imbalanced. Teachers forget the significant role of poetry since the main focus is on the exam compared to understanding and interpreting the information. This paper examines the main arguments for using advertisements in poetry teaching to teach figurative language. This research article focuses on some of the appealing uses of figurative language in advertisements and how literature faculty could exploit them in the poetry classroom. This paper aims to examine the effectiveness of using advertisements and slogans as supplementary materials for teaching poetry and how the advertisements connect the content culturally and could help the students understand figurative devices’ implied and literal meanings. For this purpose, the data was collected from 120 students from 3 different semesters (2020-2021-Term-I, 2020-2021-Term-II & 2021-2022-Term-I). This study was carried out to analyze the effectiveness of teaching literary devices using advertisements. This study adopted a quantitative and qualitative research method. Based on the analysis of the study, it was concluded that the general impact of using advertisements as supplementary material in poetry teaching is highly positive, and it also has a great impact on student performance.

This research employs Van Dijk's framework to analyze societal expectations and power structures depicted in Jamaica Kincaid's "Girl." This study, utilizing Van Dijk's Critical Discourse Analysis approach, explores how text and talk within the story manifest, perpetuate, and challenge social power abuse, dominance, and inequality. Through a descriptive qualitative analysis, this research delves into the power dynamics, language use, and gender roles within the narrative, uncovering instances of power relations and disciplinary mechanisms. The study explores how language functions as a form of power, regulating social realities and constructing gendered norms. It also examines the ways in which the characters negotiate and resist societal expectations, revealing moments of agency within the text. Ultimately, this analysis sheds light on the complex interplay between language, power, and societal expectations in "Girl," contributing to a deeper understanding of the narrative's socio-political implications.

LLL has become a key part of modern education systems as societies deal with fast-changing technology, globalisation, changing job markets, and population changes. This chapter looks at the idea of LLL as a process of developing knowledge and skills throughout life. It also looks at several national, regional, and global policy frameworks that support fair and flexible learning opportunities. It examines the integration of LLL ideas inside education systems via curriculum changes, skill development efforts, digital learning ecosystems, and inclusive education policies. The LLL Framework from UNESCO, the Skills Strategy from the OECD, and national-level programs from both developed and developing nations are some of the most important models that are talked about. The chapter also talks about big problems, like not having enough money, not being able to monitor progress, and not having enough access to technology. It also talks about how to make LLL systems that are strong, accessible, and focused on the learner.