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Article
Publication date: 26 April 2022

Timothy Veach, Yeongjoon Yoon and John D. Iglesias

Organizations have been challenged to identify antecedents to improved employee adjustment to the work environment changes that arose in the wake of the COVID-19 global pandemic…

Abstract

Purpose

Organizations have been challenged to identify antecedents to improved employee adjustment to the work environment changes that arose in the wake of the COVID-19 global pandemic. This study aims to explore the effect of multilingualism on employee ability to adjust to workplace changes based on the concept that multilinguals have been found to switch between tasks more efficiently as compared to monolinguals.

Design/methodology/approach

Applying a sequential explanatory mixed methods research approach, quantitative performance evaluation data on 207 credit union employees is analyzed using hierarchical linear modeling to predict employee performance, and thematic analysis of qualitative data representing the adjustment narratives of six monolingual and six multilingual employees within the sample is conducted, corresponding to the period during which employees were adjusting to broad workplace changes after the onset of the global pandemic.

Findings

The results suggest greater predicted improvement in the performance of multilingual employees. Reliance on the task-switching ability associated with multilingualism is found to be the primary self-evaluative factor for successful change adjustment among multilingual employees.

Practical implications

In light of work performance benefits identified in this study, organizations may consider multilingualism as a characteristic preceding better adjustment to organizational change, and not simply as a skill applicable to tasks requiring language proficiency, suggesting practical implications for human resource and organizational management.

Originality/value

This is the first sequential explanatory study focusing on the task-switching ability of multilinguals as an antecedent to change adjustment evidenced by improved work performance within an organizational context.

Article
Publication date: 18 January 2024

Amir Ghajarieh and Afarin Aghabozorgi

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…

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Practical implications

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.

Originality/value

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.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 29 December 2022

Thea Williamson and Aris Clemons

Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes…

Abstract

Purpose

Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.

Design/methodology/approach

The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.

Findings

Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.

Originality/value

The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

Details

English Teaching: Practice & Critique, vol. 22 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Open Access
Article
Publication date: 11 October 2023

Bachriah Fatwa Dhini, Abba Suganda Girsang, Unggul Utan Sufandi and Heny Kurniawati

The authors constructed an automatic essay scoring (AES) model in a discussion forum where the result was compared with scores given by human evaluators. This research proposes…

Abstract

Purpose

The authors constructed an automatic essay scoring (AES) model in a discussion forum where the result was compared with scores given by human evaluators. This research proposes essay scoring, which is conducted through two parameters, semantic and keyword similarities, using a SentenceTransformers pre-trained model that can construct the highest vector embedding. Combining these models is used to optimize the model with increasing accuracy.

Design/methodology/approach

The development of the model in the study is divided into seven stages: (1) data collection, (2) pre-processing data, (3) selected pre-trained SentenceTransformers model, (4) semantic similarity (sentence pair), (5) keyword similarity, (6) calculate final score and (7) evaluating model.

Findings

The multilingual paraphrase-multilingual-MiniLM-L12-v2 and distilbert-base-multilingual-cased-v1 models got the highest scores from comparisons of 11 pre-trained multilingual models of SentenceTransformers with Indonesian data (Dhini and Girsang, 2023). Both multilingual models were adopted in this study. A combination of two parameters is obtained by comparing the response of the keyword extraction responses with the rubric keywords. Based on the experimental results, proposing a combination can increase the evaluation results by 0.2.

Originality/value

This study uses discussion forum data from the general biology course in online learning at the open university for the 2020.2 and 2021.2 semesters. Forum discussion ratings are still manual. In this survey, the authors created a model that automatically calculates the value of discussion forums, which are essays based on the lecturer's answers moreover rubrics.

Details

Asian Association of Open Universities Journal, vol. 18 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 28 February 2024

Victoria Pennington, Emily Howell, Rebecca Kaminski, Nicole Ferguson-Sams, Mihaela Gazioglu, Kavita Mittapalli, Amlan Banerjee and Mikel Cole

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating…

Abstract

Purpose

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

Design/methodology/approach

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

Findings

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Originality/value

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 13 November 2023

Ziyoung Park

This study aims to collect distributed knowledge organization systems (KOSs) from various domains, enrich each with meta information and link them to the multilingual KOS…

Abstract

Purpose

This study aims to collect distributed knowledge organization systems (KOSs) from various domains, enrich each with meta information and link them to the multilingual KOS registry, facilitating integrated search alongside KOSs from various languages and regions.

Design/methodology/approach

This research involved collecting and organizing KOS information through three primary steps. The initial phase involved finding KOSs from Web search results, supplemented by the Korea ON-line E-Procurement System (KONEPS) and the National R&D Integrated Notification Service. After obtaining these KOSs, they were enriched by structuring contextual meta information using Basic Register of Thesauri, Ontologies and Classification (BARTOC) metadata elements and established dedicated media wiki pages for each. Finally, the KOSs were linked to the multilingual KOS registry, BARTOC, ensuring seamless integration with KOSs from various languages and regions and creating connections between each registry entry and its associated KOS wiki page.

Findings

The research findings revealed several insights, as follows: (1) importance of a stable source for collecting KOS: no national body currently oversees KOS registration, underscoring the need for a systematic approach to collect dispersed KOSs. For Korean KOSs (K-KOSs), KONEPS and National R&D Integrated Notification Service are effective data sources. (2) Importance of enhanced metadata: merely collecting KOSs were not enough. Enhanced metadata bridges access gaps and dedicated wiki pages aid user identification and understanding. (3) Observations from multilingual registry uploads: When adding KOSs to a multilingual registry, similarities were observed across languages and regions. Recognizing this, the K-KOSs were linked with their international counterparts, fostering potential global collaboration.

Research limitations/implications

Due to the absence of a dedicated KOS registry agency, the study might have missed KOSs from certain fields or potentially over-collected from others. Furthermore, this study primarily focused on K-KOSs and their integration into the BARTOC registry, which might influence the methods and perspectives on collecting and establishing links among analogous KOSs in the registry.

Originality/value

This research pursued a stable method to detect KOS development and revisions across various fields. To facilitate this, we used the integrated e-procurement and R&D notification system and added meta information to aid in the identification and understanding of KOSs, which includes media wiki pages. Furthermore, link information was provided between the BARTOC registry and the Korean KOS websites and media wiki pages.

Details

The Electronic Library , vol. 41 no. 6
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 30 August 2022

Debra A. Giambo

The prioritization of multilingual and multicultural education (MME) must spread beyond educators and researchers, who have long known the benefits, to the politicians and…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Journal for Multicultural Education, vol. 17 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Abstract

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 1
Type: Research Article
ISSN: 2397-7604

Article
Publication date: 9 January 2024

Abduljalil Nasr Hazaea, Bakr Bagash Mansour Ahmed Al-Sofi and Abdullah Alfaifi

This study aims to investigate multilingual representation on public signs in the High City tourist destination in Abha, Saudi Arabia. It also reveals the linguistic strategies…

Abstract

Purpose

This study aims to investigate multilingual representation on public signs in the High City tourist destination in Abha, Saudi Arabia. It also reveals the linguistic strategies used in such representation.

Design/methodology/approach

This exploratory qualitative study used purposive sampling to analyze bottom-up public signs collected from the target tourist destination. A preliminary analysis was conducted for a more in-depth qualitative analysis of every sign. An Excel database was used to provide a general description and a preliminary reading of the strategies before using an in-depth analysis of every sign.

Findings

The study revealed that monolingualism (Arabic or English) and bilingualism (Arabic and English) represented the High City as a tourist destination where the signs served information and symbolic functions. No single multilingual sign was found. Certain linguistic strategies were used on the public signs, including politeness, transliteration, hybrid representation, personification and fragmentary. Some tourist-oriented strategies, such as the crisis communication strategy, are still missing.

Practical implications

These findings indicate that this tourist destination still targets local and regional visitors, and its linguistic landscape (LL) needs further consideration in terms of internationalization and targeting international visitors. This study implies that bilingual Arabic and English tourist destinations are potential domains for translation students and English language learners.

Originality/value

This study has focused on the LL of a newly established tourist destination in Saudi Arabia. It has shed light on the nuanced representations and strategies used through public signage. It contributes to understanding how linguistic elements can shape tourists’ perceptions and experiences.

Details

International Journal of Tourism Cities, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-5607

Keywords

Book part
Publication date: 20 September 2023

Sokunrith Pov and Sothy Chhy

By adopting the Sustainable Development Goal 4 (SDG4), Cambodia has experienced various precarious progress and challenges in implementing inclusive education due to the…

Abstract

By adopting the Sustainable Development Goal 4 (SDG4), Cambodia has experienced various precarious progress and challenges in implementing inclusive education due to the rudimentary inclusion concept prevalent in the country. This chapter denotes updates on the progress of policy implementation, progress of inclusive education programmes by sub-sectors, progress of pre-service and in-service teacher training, and challenges of inclusion at school levels. Moreover, it deliberates the perspectives and implications of effective inclusion with a focus on policy support, teacher education reform, availability of data, and monitoring and evaluation paradigm to achieving Agenda 2030 in Cambodia.

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