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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 study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings.

The study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data.

The results showed that the participating teachers produced recurring themes such as the significance and limitations of translanguaging, techniques for training multilingual learners and the restrictions imposed by policies that discourage the use of L1 in language institutes in Iran. A noteworthy observation made in this investigation was that educators who possessed competency in three or more languages exhibited greater endorsement of translanguaging in both their perceptions and practices.

This study has significant implications for instructors, teacher trainers and policymakers operating within multilingual environments. It serves as a pioneering study that invites a productive synergy between Western and Asian researchers in exploring bi/multilingual spaces within Asian educational contexts.

This study brings a fresh perspective to the current body of research on teacher agency in bi/multilingual educational settings. By utilizing qualitative methods, it offers unique and original insights. Particularly noteworthy is the discovery that educators who are proficient in three or more languages are more inclined to support translanguaging. This observation adds a distinctive understanding of translanguaging in language education. It opens up new possibilities for exploring the application and efficacy of the translanguaging approach in Asian bi/multilingual spaces in education.

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

The Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to the marketing of cobrands.

Two between subject experiments were conducted using samples of participants from Saudi Arabia and the USA. The first manipulated partner brand category similarity and brand name order, along with the structure of the language used to communicate with the market. The data for this study includes Arabic speakers in Saudi Arabia as well as English speakers in the USA. The second study explores how targeting a population fluent in multiple languages of varied structure nullifies the findings from the first study and uses Latino participants in the USA.

This study finds that when brands come from similar product categories, name order did not affect cobrand evaluations, but it did when the brands come from dissimilar product categories. Here, evaluations of the cobrand are enhanced when the invited brand is in the position that adjectives occupy in the participant’s language. The authors also find that being proficient in two languages, each with a different default order for adjectives and nouns, quashes the effect of name order otherwise seen when brands from dissimilar product categories engage in cobranding.

By examining the impact of language structure on the effects of cobrand evaluation and conducting studies among participants with differing dominant languages, this research can rule out simple primacy or recency effects.

This study aims to explore the research internationalization process in Georgia, one of the post-Soviet countries. Specifically, it examines the individual-level reasons that motivate faculty at Georgian universities to engage in the process of research internationalization. It also unpacks scholars’ perspectives on the driving factors for selecting the key partners in international research.

Sixteen faculty members for this exploratory qualitative study were selected through stratified purposeful sampling from five higher educational institutions in Georgia. Participants were asked to discuss their participation in international research projects and underline the activities and events that motivated them to participate in international collaborative projects. The critical incident method was used to analyze our qualitative data collected through semi-structured interviews.

The research revealed that faculty at Georgian universities are more oriented toward collaboration with their peers from European countries and the USA. This preference is influenced by such factors as higher quality of science, higher level of freedom and autonomy, personal contacts and networks, as well as language competencies. The data also helped to unpack Georgian scholars’ individual-level rationales that were conceptualized into three domains: human capital, financial capital and physical capital.

This study is an original work conducted in Georgia. It contributes to the development of the field of internationalization of research. The three-domain conceptual framework on the individual-level rationale for internationalization can be used in future research on post-Soviet countries and beyond.