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The purpose of this study is to explore the link between aggregate production efficiency and the extent of linguistic clustering in Indonesia.

The author draws on the stochastic frontier model and applies it to the data on Indonesian provinces to compute the effects of various determinants on these provinces' aggregate production efficiency. The key determinant is the spatial index of linguistic clustering that the author believes has never been applied before in this context.

Linguistic clustering is an important determinant of aggregate production efficiency. Linguistic diversity is positively associated with productive efficiency if members of a specific linguistic group are not clustered beyond a certain level.

To the best of the author’s knowledge, this is the first study that links the spatial index of linguistic clustering (because of Massey and Danton) to production efficiency. In other words, the contribution of this study is to introduce a geographical dimension to the mainstream analysis of the association between ethnic diversity and economic performance.

Understanding linguistic profiling and its substantial consequences on employee career development is essential in diverse workplaces. This study utilizes Levinson’s eras and career development theories to analyze the complicated relationship between linguistic profiling and biases, which hamper employee career development.

This study used an interpretive methodology and conducted thematic data analysis. It documented lessons learned from diverse viewpoints through semi-structured interviews with 19 participants conducted in November and December 2022.

The study demonstrates that linguistic discrimination occurs in diverse workplaces. After data exploration, four intriguing themes appeared. The first theme was related to employees who were discriminated against because of various languages. This shows how often language choice affects employees. The second theme examined how linguistic profiling intersected with marginalized groups, increasing discrimination. The third theme, linguistic profiling and career development showed that bias had a huge influence on career progression. The fourth theme emphasizes organizational policies for preventing language discrimination, promoting career growth and inclusive organizations.

This study advances the understanding of linguistic profiling and career development in a multilingual society. In addition, it furthers discourse and provides ways to minimize biases, creating a more inclusive workplace environment.

The purpose of this paper is to explore issues pertaining to monolingual ideology in the United States and the challenges in terms of career identity and development for multilingual individuals.

This conceptual paper provides a discussion of the relevant literature pertaining to linguistic diversity, language ideologies, career identity and career development, and offers a critical conceptual framework for understanding career development in linguistically diverse, multilingual contexts.

Based on a critical review of literature, this paper proposes a conceptual framework which can be used to address linguistic issues that may otherwise encourage discrimination and inequity in the workplace.

This paper addresses the gap in career development literature by proposing a critical conceptual framework that integrates language as an important element of one’s career identity.

The prioritization of multilingual and multicultural education (MME) must spread beyond educators and researchers, who have long known the benefits, to the politicians and policymakers and to the general public. This paper aims to propose that the MME field needs a good economist who can explain MME benefits in terms of the language of economy, clarifying that economic advantages extend beyond diverse individuals, including those who may be ideologically opposed, via increased economic output to potentially benefit all.

Using a conceptual framework, connections are demonstrated between MME and increased cultural and linguistic sensitivity as well as between the effects of increased sensitivity on the potential for economic benefits. These connections can be logically extended to consider the effects of MME on economic output.

Research indicates that MME can increase cultural and linguistic sensitivity and that increased sensitivity to cultural and linguistic diversity can affect economic output. A logical bridge between the two fields of research is illustrated.

This paper uses a practical approach to support the flourishing of MME. If MME is, ultimately, to result in benefits that all can appreciate, it is imperative to get groups with various purposes on board. Then, maybe we can look forward to the effective and pervasive implementation of MME. The challenge remains that this message has not been reaching the general public, and a good economist’s communication could be the key.

This study aims at offering a comprehensive thesis about the relationship between different cultural values and innovativeness.

Building on the human emancipation perspective and using data from Hofstede’s, Schwartz’s, and Inglehart’s cultural frameworks, the authors conduct a cross-national investigation into the effects of cultural values on national innovativeness.

The analyses show that emancipatory cultural dimensions such as rationality, secularity, self-expression, individualism, low uncertainty avoidance, long-term orientation, mastery and autonomy have significantly positive associations with national innovativeness. The opposing cultural values, such as traditionalism, religiosity, survival, collectivism, high uncertainty avoidance, short-term orientation, harmony and conservatism, have negative associations with national innovativeness.

This study contributes to the literature by putting forward a comprehensive and theory-driven explanation of the relationship between cultural values and innovativeness, by using all of Hofstede’s, Schwartz’s and Inglehart’s dimensions, by incorporating ethnic, linguistic and religious diversities and by applying alternative measures of the national innovativeness.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

Effective translation has become essential for seamless cross-cultural communication in an era of global interconnectedness. Translation management systems (TMS) have redefined the translation landscape, revolutionizing project management and execution. This study examines the attitudes of translation agencies and professional translators towards integrating and utilizing TMS, with a specific focus on Saudi Arabia.

The study's design was based on a thorough mixed-methods strategy that purposefully combined quantitative and qualitative procedures to create an array of findings. Through a survey involving 35 participants (both project managers and professional translators) and a series of interviews, this research explores the adoption of TMS, perceived benefits, influencing factors and future considerations. This integrated approach sought to investigate the nuanced perceptions of Saudi translation companies and expert translators about TMS. By combining the strengths of quantitative data's broad scopes and qualitative insights' depth, this mixed-methods approach sought to overcome the limitations of each method, ultimately resulting in a holistic understanding of the multifaceted factors shaping attitudes within Saudi Arabia's unique translation landscape.

Based on questionnaires and interviews, the study shows that 80% of participants were familiar with TMS, and 57% had adopted it in their work. Benefits included enhanced project efficiency, collaboration and quality assurance. Factors influencing adoption encompassed cost, compatibility and resistance to change. The study further delved into participants' demographic profiles and years of experience, with a notable concentration in the 6–10 years range. TMS adoption was linked to improved translation processes, and participants expressed interest in AI integration and mobile compatibility. Deployment models favored cloud-based solutions, and compliance with industry standards was deemed vital. The findings underscore the evolving nature of TMS adoption in Saudi Arabia, with diverse attitudes shaped by cultural influences, technological compatibility and awareness.

This research provides a holistic and profound perspective on the integration of TMS, fostering a more comprehensive understanding of the opportunities, obstacles and potential pathways to success. As the translation landscape continues to evolve, the findings from this study will serve as a valuable compass guiding practitioners and researchers towards effectively harnessing the power of technology for enhanced translation outcomes.

Considering the role that students’ diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs).

This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis.

Findings show that three continuous patterns are repeated throughout the documents. (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited. (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern. (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence.

This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran.

To the best of the authors’ knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic diversity within this decolonising turn. The question we explore is how academic researchers and lecturers can recognise and respect that a move to decolonise will involve engaging with epistemologies expressed in different languages and expressed from diverse worldviews. We take inspiration from the work of linguistic citizenship researchers who make explicit the links between knowledge systems, languages and issues of equality/inequality. In linguistic citizenship, research connections are made between the everyday practice of translanguaging, moving between different linguistic repertoires by multilingual speakers, and transknowledging or the fluid movement between differing systems of knowing. To explore the potential of using the concepts of translanguaging and transknowledging as tools in the task of decolonising higher education research and practice, we discuss in depth two published research studies for critical reflection.

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.