Laz (South Caucasian) language, which is spoken primarily on the southeastern coast of the Black Sea in Turkey, is being threatened by language endangerment. Having no official status, Laz language is considered to be an ethnic minority language in Turkey. All Laz people residing in Turkey are bilingual with the official language in the country, Turkish, and use Laz most frequently in interfamilial conversations. In this article, Laz language is removed from the dusty pages of Turkish history as a response to the threat of language attrition in the world. Accordingly, language endangerment is viewed in terms of a sociolinguistic phenomenon within the boundaries of both language-internal and -external factors. Laz language revitalization acts have also been scrutinized. Having a dekko at the history of modern Turkey will enlighten whether those revitalization acts and/or movements can offer a novus ortus (new birth) for the current situation of Laz language.

Translation from source language (L1) to target language (L2) and/or vice versa plays an important role for language learners since they tend to use translation in order to understand and interpret the language utterances. Perspectives towards the use of translation in foreign language teaching and learning process have changed over the time. As the learners are not native speakers of L2, they are likely to utter some structurally or semantically deviant forms of language. For this reason, conducting an error analysis procedure might be of crucial importance in understanding which domains of language are erroneous for language learners in order to fix the problems and improve language proficiency. In Turkey, English Language Teaching bachelor degree programs include the translation course where student-teachers are supposed to handle translations from L1 to L2 and L2 to L1. In this study, the translation assignments of 30 pre-service EFL teachers were investigated through document analysis and findings point out that the errors fall into structural, lexical and translational/interpretational categories. Finally, the pedagogical implications were drawn in relation to the field. Kaynak dilden (L1) hedef dile (L2) ve/veya hedef dilden kaynak dile yapılan çeviriler, dil öğrenen kişiler için çok önemli bir rol oynamaktadır, çünkü dil öğrenenler, dili anlamak ve yorumlamak için çeviriyi kullanma eğilimindedirler. Çevirinin yabancı dil öğretiminde ve öğrenme sürecinde kullanılmasına yönelik bakış açısı da zamanla değişmiştir. Öğrencilerin yabancı dili kendi ana dilleri gibi konuşamama durumlarından dolayı, onların yapısal veya anlamsal olarak hatalı dil formları üretmeleri muhtemeldir. Bu nedenle, hata analizi yapmak, dil öğrencilerinin hangi alanlarda hata yaptığını bulmak, bu hataları düzeltmek ve öğrencilerin dil yeterliğini geliştirmek açısından son derece önemlidir. Türkiye'de İngiliz Dili Eğitimi lisans programlarında öğrencilerin kaynak dilden (Türkçe)-hedef dile (İngilizce) ve hedef dilden kaynak dile çeviri yaptığı çeviri dersi bulunmaktadır. Bu çalışmada, Türkiye'de bir devlet üniversitesinde okuyan 30 İngilizce öğretmeni adayının çeviri ödevleri doküman analizi aracılığıyla incelenmiş ve öğretmen adaylarının çeviri hatalarının yapısal, sözcüksel ve çevirisel/yorumsal kategorilerde olduğu ortaya çıkmıştır. Son olarak, alanla ilgili pedagojik çıkarımlarda bulunulmuştur.

Storytelling has been widely used as a strategy to develop language-related skills. Storytelling and learning are interwoven since composing a story is an inseparable component of the meaning-making process. Serving as a link between the act of imagination and perceiving the world, storytelling has been applied to promote effective language learning outcomes. Storytelling offers a language-based approach in literature by means of its activity-based, student-centered, and process-oriented nature, and storytelling supports students' negotiation of meaning by engaging and motivating them within the creative learning process. By this definition, the purpose of this research study is to initiate a scholarly discussion on innovative techniques in digital storytelling to support second language writing instruction along with significant strategies that employ 21st century learning skills.

Second language writers can adapt their creative skills to acquire and reflect new knowledge with fewer sophisticated words through more contextual and inclusive language. This process is called using the poetic function of language in a second language. One way to achieve teaching the poetic function of language as part of creative writing activities to second language learners is modeling digital writing in creative and innovative forms. This research study contextualizes a digital, innovative, and culturally sensitive language learning model that will enhance digital natives' learning experience through creative digital writing practices.

The failure to advance our understanding of intellectual rhetoric prevents opening up new avenues for rewriting the future through rhetorical technology. Rhetorical technology is the intellectual ability to use the power of empathy for human evolution through imagination and rhetorical data analysis. It draws attention to the fact that human beings can avoid repeating the same catastrophic events that their ancestors experienced with rhetorical data analysis. Within the context of this study, rhetorical technology has indeed a magical and intellectual power, and teaching empathy through writing and world languages can offer more sophisticated worldviews for humanity to evolve. For this purpose, it is quite futuristic and technological to treat writing as a resource for guiding the next generation to rewrite the future through empathy and technology.