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This essay argues that Guamán Poma de Ayala introduces textile motifs in both illustrations and text to articulate a space of cultural communication and resistance in his Primer nueva corónica y buen gobierno. Through the aesthetics of weaving—tokapu, khipu, bands, and plain-weave structures—the author interlaces the logic of Andean textiles with Western alphabetic writing, generating a ch’ixi space that challenges colonial impositions and affirms Andean agency. This symbolic universe shows how the textile, beyond its material function, operates as a language of resistance that sustains cultural memory and continuity within a colonial setting.

This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/.

Self-report questionnaires on individual differences (IDs) are central to second language acquisition (SLA) research, yet the qualitative procedures that generate their item pools remain largely unexamined. Drawing on argument-based validation theory and cross-disciplinary measurement guidelines, this study offers the first systematic methodological synthesis of how that formative phase is reported. We reviewed 85 peer-reviewed SLA studies published between 1983 and 2025 that developed or substantially revised an ID scale, coding each along four dimensions: transparency, theoretical grounding, methodological rigor, and content-validity evidence. Four research questions examined how qualitative item development was documented, which methods and frameworks were employed, how item inclusion was justified, and how content validity was assessed. Results expose a pervasive reporting gap: Only 25% of studies described any qualitative data collection, 16% referenced an explicit theoretical framework, 2% linked draft items to participant quotations, and only one study reported a numerical content validity index. Details on coder agreement, reflexivity, and response-process evidence were nearly absent. These gaps threaten construct representativeness, invite cultural bias, and undermine validation claims. We translate our findings into a seven-section reporting checklist for the qualitative phase, with implications for editorial policy, doctoral training, and future meta-analyses.

This book describes five ubiquitous discourse markers in Persian talk-in-interaction. It begins with a critical overview of literature on discourse markers and discusses why (neo)Gricean approaches have failed to provide descriptions that are grounded in and demonstrably relevant to how speakers actually use them in interaction, thus limiting their pedagogical value for teaching second language interactional competence.

Advocating the adoption of Conversation Analytic methodology (CA) to ground descriptions in empirical data, the book discusses the key fundamental structures of conversation implicated in the use of these markers. It then proceeds to describe in detail the interactional work of the five markers in separate chapters.

The book further addresses the challenging task of teaching discourse markers to second language learners. Uniquely, it offers a comprehensive pedagogical model informed by current knowledge about second language acquisition as well as CA descriptions, which can guide teachers and materials developers across all languages. It will be of interest to teachers and language learners (especially of Persian) worldwide, as well as academics and students in the field of Applied Linguistics.