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The purpose of this research is to assess the place of language skills in the international orientation of decision‐makers of successfully internationalised SMEs. The position of language skills in this area of literature and policy is problematic and a new paradigm is proposed.

This paper considers findings from an empirical project using both quantitative and qualitative methods, first, a 1,200 company telephone survey and second, an 80 company batch of face‐to‐face interviews.

Strong international orientation seems indeed to be a determinant of success in international trade. The decision‐makers of the successful companies were notably more likely to have foreign language skills than those in the other groups and were also the only group to include self‐reported skills at the highest level. However, comparison of the countries in which the firms were dealing with the languages in which decision‐makers claimed skills shows very clearly that the decision‐makers of the “successful” international companies were often not using their foreign language skills in business. In addition, these decision‐makers also possessed better attitudes towards foreign experience and other elements of international orientation.

The paper discusses the implications of the findings for policy‐makers responsible for training and trainers themselves. The evidence supports the view that government subsidies focusing on language training might be better directed at a more varied range of activities to develop international orientation.

The article contributes to the development of qualitative research in this area in examining the foreign language use of decision‐makers in successful international SMEs and locating this within their broader international orientation. It posits that language skills make an indirect contribution to overall international business success which is more valuable than their direct contribution to improved communication with specific foreign clients and markets.

As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners.

Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings.

Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.

Observes that, in some public schools in the USA, dual language instead of English only is being promoted as a plus and not the drawback it was once seen to be. Stresses there is still opposition to dual language or other languages being used in the US. Reckons that educated parents are the likeliest to seek dual‐language education for their children. Uses tables and figures to show the dual language options and variances. Concludes that there is potential for two‐way immersion to expand.

The present study was designed to investigate eight research questions that are related to the analysis and the detection of dialectal Arabic hate speech that targeted African refugees and illegal migrants on the YouTube Algerian space.

The transfer learning approach which recently presents the state-of-the-art approach in natural language processing tasks has been exploited to classify and detect hate speech in Algerian dialectal Arabic. Besides, a descriptive analysis has been conducted to answer the analytical research questions that aim at measuring and evaluating the presence of the anti-refugee/migrant discourse on the YouTube social platform.

Data analysis revealed that there has been a gradual modest increase in the number of anti-refugee/migrant hateful comments on YouTube since 2014, a sharp rise in 2017 and a sharp decline in later years until 2021. Furthermore, our findings stemming from classifying hate content using multilingual and monolingual pre-trained language transformers demonstrate a good performance of the AraBERT monolingual transformer in comparison with the monodialectal transformer DziriBERT and the cross-lingual transformers mBERT and XLM-R.

Automatic hate speech detection in languages other than English is quite a challenging task that the literature has tried to address by various approaches of machine learning. Although the recent approach of cross-lingual transfer learning offers a promising solution, tackling this problem in the context of the Arabic language, particularly dialectal Arabic makes it even more challenging. Our results cast a new light on the actual ability of the transfer learning approach to deal with low-resource languages that widely differ from high-resource languages as well as other Latin-based, low-resource languages.

The main objective of this article is to propose an interpretive model that attempts to decipher a product's values in terms of functionality, usability and meaning. This model can support companies in better integrating these values in their product offering and in defining the most adequate innovation strategies that they can adopt.

The authors conducted an empirical analysis on more than 450 products from the Italian furniture industry. Moreover, using an interpretative model 50 product signs were mapped (materials, surfaces, colours, etc.) for each product. The obtained database was analyzed via the principal component analysis (PCA) statistical technique with the intent to identify dominant product languages. In fact, interpreting a product language as a set of product signs, the article describes an objective process able to identify dominant product languages as combinations of different product signs.

The interpretive model described in this article represents a first result in itself. In addition, by mapping the dynamics of dominant product languages, it has been demonstrated that they evolve differently in relation to several product typologies. In turn, the possibility of “brokering” dominant product languages from one product typology to another and from one industry to another has been verified.

First of all, this model can support companies in the identification of emerging trends and, consequently, allows them to develop product semantic forecasts. In addition, the analysis of dominant product languages over time can also allow a company to propose combinations of product signs typical of past periods. Finally, the identification of dominant product languages can also allow companies to analyze the state‐of‐the‐art of the industry and, consequently, identify different ways to propose innovation to the market.

Most of conducted researches related to product languages have shown primarily a qualitative‐based approach, in which the observations are made by a restricted set of design experts on a subset of representative products. In contrast with the current literature in this research field, this article describes an objective process that is able to identify dominant product languages.

This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).

Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.

The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.

This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.

The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

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.

The Nigerian national policy on education emphasizes the use of mother tongues both as media of instruction and as school subjects in the curriculum. Considers these educational language objectives in relation to the lack of human and material resources to support them. Offers suggestions which might help enhance the success of the policies.

Irrespective of various forms of language existent worldwide, it is still imperative that recipients of professional legal advice be communicated in clear terms to avoid a chaotic situation and to better fulfil obligations and enjoy the rights to which they are entitled to appropriately. As such, the objectives of this paper are twofold: firstly, this paper aims to assess the extent to which clients of the legal profession prefer plain over traditional legal language in Mauritius, a country using a myriad of languages, and secondly, to suggest recommendations for the legal stakeholders in Mauritius regarding guidelines and mechanisms on plain language provisions.

This study will use a desk-based research methodology by analysing existing literature on the importance of plain language in legal writing. In addition, an empirical study will be conducted to gather information on clients’ preferences in legal communication.

The responses were received on a complete anonymous basis, and it was found that in general, clients of the legal profession in Mauritius are more at ease when law practitioners use simple, direct and straightforward terms, sentences structured in active voice rather than passive voice or the use of legal jargons or complicated words. These clients also prefer when their legal advisers explain the legal meaning or interpretation in a document or agreement even if these advices may be longer than shorter sentences with only the legal jargons.

At present, there are few literature on the researched topic and this study will be among the first academic writings on the effectiveness of using plain language in legal documentation in Mauritius. The study is carried out with the aim of combining a large amount of empirical, theoretical and factual information that can be of use to various stakeholders and not only to academics.