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The purpose of this paper is to show the development of English as the main international language for business, its advantages and disadvantages and the different variants of English.

The paper discusses competition from other languages and emphasises need for British business itself to acquire fluency in foreign languages and thereby understand other cultures to gain competitive advantage. The author deplores HE's reduction in language teaching and stresses need for development of a simpler, standardised international English for business which can be more easily used by both English native speakers and others. The paper analyses the reasons for spread of English and its strengths and weaknesses and deduces need for a simpler form of international English for global business use..

The paper concludes that British business should itself acquire linguistic and cultural fluency in foreign languages as well as supporting ways of making English more standardised and simpler for foreigners to acquire.

The paper shows how British business competitive advantage can be increased by reducing linguistic complacency in parallel with supporting the development of a more effective means of communication in English in international business.

LIS departments in English speaking countries frequently neglect the study of foreign languages. Argues that this is short‐sighted. Information professionals will be increasingly required to analyse and organise information from different cultural backgrounds, and to disseminate their own materials to an international and hence culturally diverse user group. The first section demonstrates the extent to which the English language dominates international communication. The second section shows that this problem is largely ignored by English language publications regarding the future of the LIS profession. Section three makes six positive suggestions of how to integrate new modules into current LIS courses to overcome the Anglo‐American bias and thus to educate students to become true experts in the multicultural information.

This brings us to the question of the extent of the problem and how it might be alleviated. Well, because it is widely accepted that those who live in glasshouses should not throw stones, I shall be careful with my analysis of the problems associated with mastering English. In addition to English, I speak five languages. The adjustments I make on a daily basis to retain fluency in these non-English languages are quite tedious. Nevertheless, I have learnt to use these languages for situational purposes. I suppose students desiring to master English ought to do the opposite when it comes to embracing English and mastering its component. Should they choose to do so, they stand a good chance of reaping the benefits of mastering English in the United States or globally. Statistics and documented evidence shows that US immigrants who devote time and space to mastering English stand a good chance of enhancing their education and securing employment (see Miller & Ward, 2005). This is true because the United States is not yet a bilingual nation. Furthermore, documented evidence shows teachers in most American schools are working hard at implementing new approaches and methods that will help immigrant children and students in schools to succeed (see Ramakrishan, 2002). This is a positive sign for education in the United States. English is the language of commerce and the language that is used to educate the world when literature is disseminated at major international circuits and business transactions. As such, it is important that we make its usage and mastery a pivotal part of the education immigrant students receive irrespective of ethnic background. To provide key factors for my reasons, I will reference critical points made by teachers, politicians, writers, lawmakers, and educators concerning the mastery of English and the immigrant population in the United States. Much as I am interested in explaining why and how the mastery of English will help to enhance education for non-English-speaking immigrants, I am also interested in explaining why they need to master English.

This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms.

Data were collected using interviews and non-participant observations.

The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguaging was implemented using three strategies: paraphrasing an English text into Kiswahili, translating an English text into its Kiswahili equivalent and word-level translanguaging.

By highlighting the motivations for translanguaging and corresponding strategies associated with translanguaging pedagogy in the Tanzanian context, this study has significant practical implications for teachers and students to showcase their linguistic and multimodal knowledge, while fostering a safe learning space that relates to students' daily experiences.

The study offers new insights into previous research on the role of language-supportive pedagogy appropriate for teachers and students working within bi-/multilingual education settings.

This paper examines the relationship between linguistic profiling and English language teachers’ career development.

This paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.

After collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.

This paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.

In this chapter, the author provides empirical research that supports the implementation of DLPs as programs that provide cogitative learning, high academic achievement, and the opportunity to be competitive in a global economy for all students – including culturally and linguistically diverse students – in order to achieve education equity. The author utilizes Arizona as an example of education policy that excludes and further marginalizes language minority students by requiring English proficiency as a requirement to be part of Dual Language Programs (DLPs). Furthermore, the author frames the current education climate and language policy affecting DLPs through an Interest Convergence theoretical lens.

This chapter examines how the author, a teacher educator, uses self-study to reframe and reconceptualize her teaching of Emirati preservice teachers. The author describes how conducting self-study helped her shift from using monolingual approaches to teaching Emirati preservice teachers and a focus on improving their English language proficiency, to affirming their bilingual identities, and becoming more culturally responsive. Initially, the researcher posed the question, “how do I frame and reframe my teaching to support the English language learning of my Emirati preservice teachers?” then progressed to asking and answering the question “how can I affirm the bilingual identities of my Emirati preservice teachers and support their English language proficiency?”

The teaching of reading in English is fraught with challenges that influence teachers' practices in Papua New Guinea (PNG). There are a plethora of linguistic issues regarding teaching in both the vernacular languages and English. Postcolonial education in PNG has continued to promote English as the medium of instruction while also promoting the use of vernacular and mother tongue. The outcomes-based education reform in the Language and Literacy Policy (1993–2014) supported the use of vernacular languages in the elementary years with the gradual bridging to English in Grade 3. In 2015, the Language and Literacy policy changed to standards-based education. One major shift was from the use of vernacular languages to English as a medium of instruction at all levels of formal education.

In this chapter, we use Tierney's concept of decolonizing spaces to investigate teachers' perspectives on implementing the English standards-based curriculum and the role the vernacular, mother tongue, and translanguaging plays in the classroom as Year 4 teachers grapple with the teaching of reading. It will problematize the colonization of English, the place of translanguaging, and the benefits and challenges for teachers when the classroom teacher most likely is not a native speaker of the children's dialect or English.

Fiji is a multicultural and linguistically multi-competent country. Historical ethnic divisions have socialised students into language friendships based around common languages. Recent changes to educational policy, specifically the mandating of students learning all three of the Standard languages of Fiji (Fijian, Hindi, and English), have been introduced in hope that cross-linguistic understanding will encourage a greater sense of national identity amongst all Fijians regardless of ethnicity. This study explores one multilingual school environment considering students’ language use, attitudes and friendships in light of these policies.

A convergent mixed-methods research design using surveying, artefact collection, students’ drawing and observation was employed.

The majority of students reported some proficiency in the language of their inter-ethnic peers; however, students’ inter-ethnic friendships predominantly relied on English language use. It was observed that most friendships amongst these Fijian primary school students were still established according to main language use at home; however, inter-ethnic peer interaction in English was observed to be friendly and respectful. These language use patterns and friendship behaviours were potentially reinforced by individual and societal multilingualism, in addition to the school environment.

The chapter presents the first research linking Fijian primary school students’ language choices and friendship development.

When bilingual teachers are first hired, many say they are pressured to teach material only in English (Menken, 2008). Removing instruction in a child’s native language is not likely to improve scores on English standardized tests (Rolstad, Mahoney, & Glass, 2005), and long term, English-Only instruction reduces academic success and reduces graduation rates (Iddings, Combs, & Moll, 2012). This chapter looks at bilingual classrooms in a Texas school district, through classroom observations, interviews, and a large-scale survey seeking to answer the question, what do officially bilingual classrooms look like when they operate monolingually? Results showed that administrators exerted pressure, and teachers used methods they expected not to work. Some bilingual classrooms had teachers who either could not speak Spanish, or chose not to. Because classrooms operated without the legally required amount of first-language instruction, the district’s “bilingual” programs undermined accountability data while harming emergent bilinguals. Teacher educators have not prepared bilingual teachers for the reality of anti-bilingual schools. New teachers need to know how to not only implement research-based instruction but also defend their instructional choices. Wherever lawmakers, agencies, and administrators have allowed transitional bilingual programs to become de facto monolingual, there may be a role for colleges of education to play, monitoring, assisting, and, if necessary, publicizing lack of compliance. Study findings are limited to one specific district; even in districts with similar phenomena, the manner in which a bilingual program ceases to be bilingual will vary substantially.