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This study aims to use research guides as a window to disciplinary information literacy in the field of modern language studies from a librarian’s point of view. Informed by literature on disciplinary research practices and on library research guides, it analyzes how librarians represent, and teach, an especially rich and multifaceted information landscape.

Researchers analyzed the topical coverage, organization, resource emphasis and instructional content of 182 research guides in the field of modern language studies. Data were collected both manually and automatically using a Web scraper. Data were then coded using categories developed by the authors.

Guides focused on language and literature topics, with some interdisciplinary coverage. Guides tended to focus on resources and formats rather than user tasks or instruction. Over two thirds of guides included some type of instruction, primarily focused on locating resources, and a slim majority of instructional topics were specific to modern language studies.

Looking at guides from another field would have allowed for cross-disciplinary comparisons. It is possible that including guides from additional languages or universities would have given different results.

Although there is significant literature on research guides, few have analyzed how they reflect what information literacy looks like in a particular discipline. This study also contributes to research on information literacy instruction for modern languages and recommends that it be informed by an understanding of disciplinary research practices.

Computer corpus linguistics (CCL) is a scientific innovation that has facilitated the creation and analysis of large corpora in a systematic way by means of computer technology since the 1950s. This article provides an account of the CCL pioneers in general but particularly of those in Germany, the Netherlands, Sweden, and Switzerland. It is found that Germany and Sweden, due to more advantageous financing and weaker communities of generativists, had a faster adoption of CCL than the other two countries. A particular late adopter among the four was Switzerland, which did not take up CCL until foreign professors had been recruited.

Folk metal is an immensely varied genre but an interest in the past in general, and the remote barbarian past, in particular, is a universal and defining characteristic. Performers evoke history in a number of ways, including musical sound, visual imagery, and lyrical subject matter, but the most emphatic tactic adopted (albeit by a minority of bands) is by the use of lyrics in dead languages (defined as those with no speakers for whom they are a mother tongue). Europe has many of these, of which much the most prestigious is Latin; folk metal bands, however, tend to use one or other of the vernacular languages, invariably that spoken during the earliest and formative period of their own national group. This practice of singing in dead languages originated in 1994 with the Norwegian band Enslaved, in a period in which extreme metal bands were self-consciously rejecting English – pop music's dominant tongue – in an attempt to distance themselves from what they saw as inauthentic neo-liberal Anglo-American cultural hegemony. From its beginnings, it had strongly patriotic and nationalistic overtones but it is argued that the ancient texts from which lyrics are taken also acquire a quasi-religious character for listeners, not least because of the occulted and numinous air imparted by the opaqueness of the language. The acts that have most often composed lyrics in dead languages have been Scandinavian – singing in Old Norse – but the most popular act that currently engages in it is Eluveitie, from Switzerland, who, whilst mostly performing in modern English, include at least one song on every album in reconstructed ‘Gaulish’. This linguistic strategy is at once a means of locating Eluveitie within the ‘code’ of folk metal, a method of acquiring the sub-cultural capital associated with ‘authenticity’, and an opportunity to align themselves with internationally-familiar and popular ‘Celtic’ identity and sensibilities.

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

Presents an annotated bibliography of journals and magazines useful to students and professors of German studies. The publications listed are suitable for academic and large public libraries.

Current needs for the teaching of modern languages are greater than ever before because of the importance of direct communications with other countries, and the fact that we still had a language education problem should merely heighten our determination to analyse and overcome the difficulties. It may well be that the euphoria generated by the movement towards reform in the early 1960s foundered on trying to do too much; that however generous the impulse, schools could not successfully cope at one and the same time with a massive expansion in the numbers of pupils learning a foreign language and with a revolution in teaching methods. We must now try to decide what we can realistically attempt — and above all do it well.

The specific character of language policy is considered in multi-ethnic Russian regions in this paper. The relevance of this paper is because of the fact that language is one of the most important indicators of ethnic identity, and it fulfills a crucial role in the self-preservation of the ethnic community. The purpose of this paper is to determine the status and trends of language policy in multi-ethnic regions as a part of national education.

The authors analyze the historical aspect of language policy with the help of problem and comparative analysis and study the problem of bilingualism in the modern Russian society.

The threat of loss or the ban on land national (mother) language, as well as its infringement form an intolerant consciousness and attitudes in the mass consciousness and behavior of people. It is one of the factors of the deterioration of interethnic interaction and increase of ethnocentric attitudes to counter assimilation and acculturation. Language has communicative, integration, political functions in modern society. It is very important for the preservation of ethnic education. The analysis shows the inconsistency in the language policy whose roots lie in the historical past.

It is substantiated that the existence of a variety of peoples, ethnic groups with their own independent languages challenge state government bodies to solve a number of problems associated with ensuring the optimal functioning of Russian and national (mother) languages. It is concerned with the quality of education in the education system and the advisability of using languages in official events and the volume of television and radio programs in national languages, and so on.

The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning.

The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically.

Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice.

The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.

Scepticism about organizations has become an integral part of the field organizational theory. This article aspires to develop through historical analysis a taxonomy of organizational scepticism. Though scepticism of all types have generic traits, there are three distinct types of scepticism: premodern, modern and postmodern scepticism. Premodern scepticism attacks the modern organizational by stressing concepts grounded in nature and tradition. Modern sceptics attack the optimism of managerialism about organizations. Postmodern sceptics stress that technological developments, economic self interest, and irrationality will be the eventual undoing of modern organization. Organizational scepticism is now so pervasive that it should be treated as an integral part of the field.

Disciplinary differences in approaches and methodologies to research present an important challenge to humanities practitioners wishing to engage in pedagogic research. This article outlines the development of a social sciences research methods workshop as an example of an intervention to provide a bridge for modern languages practitioners to engage with pedagogic research. The workshops have also raised questions about the capacity of UK higher educational institutions to provide research training for their staff at introductory levels, as well as identifying barriers to languages practitioners contributing to “generic” pedagogic research. Overcoming these barriers is a long term process, but in the shorter term the workshops are good way of raising awareness of social science research methods and offering a possible route into publishing pedagogic research which has an audience beyond the languages community.