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The purpose of this paper is to explore lecturers’ perceptions on factors that affect the implementation of bilingual instruction (BI) policy in Indonesian higher education.

This qualitative study used 15 lecturers who taught in BI programs in three Indonesian universities. The data were gained through semi-structured interviews. The semi-structured interview data were analyzed via thematic approach.

The findings of the study suggest a number of factors influencing the implementation of BI, including the support from lecturers, leadership, and government. The availability of adapted curriculum and systematic assessment also influences the successful implementation of BI in Indonesian tertiary education.

The findings of this study have implications for the success of similar programs and the ways to gain understanding of BI within higher education contexts.

BI research is not new; however, little information is related to BI in Indonesia. This work contributes to a growing body of literature that explore BI and education factors within higher education setting. The significance of this study is to raise greater understanding of several important factors that influence the implementation of BI policy within university settings.

The purpose of this paper is to analyse the macro‐factors and contextual variables surrounding the recent introduction of compulsory bilingual schooling in Abu Dhabi in the United Arab Emirates, in order to generate informed discussion, and in order for stakeholders to understand the sociocultural, linguistic and pedagogical issues involved.

This paper is an analytic one which examines language‐in‐education in Abu Dhabi through a framework of the operational, situational and outcomes factors involved in bilingual education, as identified by Spolsky et al. and Beardsmore. Insights gained from international empirical research into bilingual education are applied to the Abu Dhabi context, and key questions about the specific model of bilingual education selected are posed for future local research to answer.

The paper concludes that bilingual education is likely to confer linguistic, academic and socioeconomic benefits on future generations of Emirati school leavers. However, the acquisition of biliteracy is likely to be challenging because of the diglossic features of Arabic, as well as the linguistic distance between Arabic and English. Because of the ambiguity of international research findings with regard to the appropriate age to begin second language learning, as well as uncertainty about the merits of simultaneous versus sequential teaching of biliteracy, research must be undertaken in Abu Dhabi schools into the effects of bilingual education under conditions of early Arabic/English immersion.

This paper is timely given the recent announcement of compulsory and universal bilingual state schooling from an early age in Abu Dhabi, and necessary given the dearth of discussion and research on language‐in‐education matters in the Arab world. While the paper is contextualised within the school system of Abu Dhabi, it has resonance for adjacent Gulf States and for the many expatriates from across the Middle East who teach and study in Abu Dhabi's schools.

Traditional didactic approaches to multiple language learning have mainly focused on the differences and similarities between languages. However, in the language learning classroom, the willingness to activate prior language knowledge has been generally overlooked, despite being a fundamental part of the actual process of language learning Accordingly, the author suggests that the traditional contrastive method should be complemented by a psycholinguistic approach with the aim of exploiting the interlinguistic strategies used in language teaching and learning. An alternative methodological approach that looks at the whole linguistic repertoire of students is needed in order to exploit the benefits of multilingual education, going beyond linguistic similarities and differences. Following a detailed analysis of the relevant literature in the field, which identifies metalinguistic awareness as the most important factor enhancing bilinguals’ outcomes in additional language learning, the present chapter deals with its implications for a multilingual didactic approach. In particular, students must be stimulated and assisted in the process of conscious reflection and manipulation of language, learning strategies, and linguistic skills developed in previous linguistic systems to observe a positive and significant outcome in third (or additional) language acquisition (TLA). School curricula and teaching practices could benefit from placing the multilingual learners and their entire linguistic repertoire at the center of the learning process, rather than focusing exclusively on the target language.

The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).

To address the study objectives, the authors used a qualitative phenomenological design. The authors conducted online interviews with 28 teachers of EBs. The authors used the self-determination theory as the theoretical framework.

Primarily, teachers of EBs were intrinsically motivated to seek the principalship. The authors identified additional motivators that were not found in the previous literature which heretofore was based on general education teachers' responses. Those motivators were, gain advice from mentors, promote cultural awareness, commit to a campus-wide impact, increase awareness of the importance of bilingual/ESL education programs, and foster a relationship with the school community.

Identifying the intrinsic and extrinsic motivators for teachers of EBs who desire to move into a principal position may aid faculty in university principal preparation programs and administrators in school districts to support and mentor these teachers to better serve as leaders in high need schools.

There is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.

With the increasing number of online multilingual resources, cross-language information retrieval (CLIR) has drawn much attention from the information retrieval (IR) research community. However, few studies have examined how and why multilingual searchers seek information in two or more languages, specifically how they switch and mix language in queries to get satisfying results. The purpose of this paper is to focus on Chinese–English bilinguals’ intra-sentential code-switching behaviors in online searches. The scenarios and reasons of code-switching, factors that may affect code-switching, the patterns of mixed language query formulation and reformulation and how current IR systems and other search tools can facilitate such information needs were examined.

In-depth semi-structured interviews were used as the research method. In total, 30 participants were recruited based on their English proficiency, location and profession, using a purposive sampling method.

Four scenarios and four reasons for using Chinese–English mixed language queries to cover information needs were identified, and results suggest that linguistic and cultural/social factors are of equivalent importance in code-switching behaviors. English terms and Chinese terms in queries play different roles in searches, and mixed language queries are irreplaceable by either single language queries or other search facilitating features. Findings also suggest current search engines and tools need greater emphasis in the user interface and more user education is required.

This study presents a qualitative analysis of bilinguals’ code-switching behaviors in online searches. Findings are expected to advance the theoretical understanding of bilingual users’ search strategies and interactions with IR systems, and provide insights for designing more effective IR systems and tools to discover multilingual online resources, including cross-language controlled vocabularies, personalized CLIR tools and mixed language query assistants.

This study, carried out in the bilingual and bicultural border area of South Texas, is an exploration of bilingual preservice teachers’ identity formation and their experiences and beliefs about literacy and biliteracy during an undergraduate class focused on learning about emergent literacy in the bilingual classroom. This study is based on a sociocultural approach to learning and identity development, and research that explores how bilingual teachers’ identity is shaped through their participation in cultural and linguistic practices. The purpose of this practitioner research is to provide insights into preservice teachers’ identities as they start to explore literacy and biliteracy practices. Two research questions guide the study: What experiences about literacy and biliteracy development do prospective teachers identify as meaningful? How do these experiences contribute to define bilingual preservice teachers’ identities? Findings indicate that bilingual preservice teachers’ identities are shaped by cultural and linguistic experiences that define the bilingual and bicultural dynamics of the region. Two predominant types of experiences impact bilingual preservice teachers’ beliefs about teaching, learning, and literacy/biliteracy development. Particularly significant in defining their perceptions are the lessons learned from meaningful others – especially mothers and teachers – and certain relevant memories regarding effective practices they experienced when learning to read and write. Implications for teacher education preparation of bilingual teachers are identified.

The purpose of this paper is to identify from the literature the successful R&D management cooperation factors and then examine their relevance to R&D management cooperation efforts between China and Australia.

The case study method is used to encourage a deeper appreciation of the dynamics of R&D management projects. A theoretical framework is constructed based on the literature to highlight factors of successful R&D management, and this framework is then applied to a case study involving the Chinese Academy of Sciences (CAS) and the Australian Commonwealth Scientific and Industrial Research Organisation (CSIRO).

The result is a hybrid multi‐dimensional model incorporating cultural and social capital variables. Several critical success factors were found to exist: funding, government support, institutional support, complementary technology and expertise, mutual respect and strong commitment from leadership. One additional critical success factor was the bilingual expertise of facilitators who manage to help bridge the gaps between both intellectual capital (technical expertise) and cultural differences.

The framework of successful R&D cooperation identified in this study can act as a springboard for applying the successful principles in broader cases of R&D management cooperation.

The value of this study lies in the development of a model for successful cross‐cultural application of R&D management cooperation between China, Australia and (by extension) other countries that may foster successful cooperation, build global empathy and create inclusive competitive advantage.

The dual immersion (DI) model of bilingual education, which focuses on educating language-minority and majority students side by side using the two languages in roughly equal proportions, is gaining popularity. And yet, students with disabilities – even those who are already multilingual – are routinely steered away from such programs in favor of English-only special education options. The paper aims to discuss these issues.

This paper explores the potential benefits and challenges associated with including multilingual students with autism in DI classrooms, beginning with an exploration of literature related to students with autism who are also multilingual learners (MLLs) (irrespective of educational placement), followed by a small body of literature on the inclusion of students with disabilities in general in DI programs, and finally an analysis of the characteristics of DI classrooms to extrapolate about the ways in which this environment might be both supportive of and challenging for students with autism.

The analysis reveals that DI programs are simultaneously well positioned (theoretically) and ill equipped (practically) to effectively support MLLs who are also on the autism spectrum.

In spite of mounting evidence that being multilingual may advantage children with autism, very little scholarship has even raised the question of whether students with autism might benefit from participation in bilingual programs where academic instruction is delivered in two languages (Beauchamp and MacLeod, 2017; Durán et al., 2016; Marinova-Todd et al., 2016; Seung et al., 2006). This paper identifies practical implications related to including students with autism in DI programs and suggests directions for future research.

To compare and contrast the experiences, challenges, and career mobility of black women and Latinas in the workplace.

Extant literature and data from the US Census Bureau, the US Department of Labor, the Pew Hispanic Research Center, and other relevant repositories were used to assess the workforce participation, education, and income for women of color. Specifically, their representation in organizational positions was examined, considering historical and social influences that affect this representation. Relevant human capital theory (HCT) was applied to consider its predictive power for outcomes of black women and Latinas in the workplace.

Although women of color are increasing proportions of all women in the US labor force, equal opportunity legislation (now in its fifth decade) has improved their status less than would be expected by their education and workforce participation. HCT does not adequately explain the experiences of Latinas and black women.

Being aware of barriers that black women and Latinas face in the workplace will prevent organizations from devaluing a growing segment of workers and help them compete in an increasingly competitive market.

While black women and Latinas are the most numerous women of color in the US workforce, the relatively small amount of research on women of color, particularly Latinas, remains a gaping hole in the field. Thus, the value of this article is that it adds to the literature on the workplace experiences of an important segment of the US population.