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Article
Publication date: 1 January 2019

Elias Bensalem

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign…

Abstract

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic undergraduate college-level EFL students (56 males, 40 females) answered the Arabic version of the Foreign Language Classroom Anxiety Scale (FLCAS – Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 15 no. 2
Type: Research Article
ISSN: 2077-5504

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Article
Publication date: 1 March 2006

Berhanu Kassayie

This article reports the outcomes of a study on communication support, commissioned to develop a borough‐wide strategy in 2003 by the London Borough of Tower Hamlets.The…

Abstract

This article reports the outcomes of a study on communication support, commissioned to develop a borough‐wide strategy in 2003 by the London Borough of Tower Hamlets.The research stems from a recognition of communication as a key to successful delivery of public services and enhancement of a multicultural community.The focus is on ‘communication’ (rather than ‘language’), since it captures issues beyond the exchange of information through words: interpersonal interactions and relationships, techniques and modes of organising information exchange. Language is a key component within the broad ambit of communication mechanism and skills. Hence interpretation and translation are perceived as models of communications support alongside advocacy, integrated team, multilingual professional team, family/friends and minors, supported language, symbols and signs, and Plain English.While engaging in the debate and highlighting some of the broader issues concerning communication support services, the focus is on the following main issues:• policy frameworks and guiding principles in communication support• methods and techniques for needs assessment, monitoring and evaluation of communication support• communication support provision in Tower Hamlets including quantifying need, actual state of provision and users' perceptions.Probably among the first of its kind, the strategy draws on existing knowledge and good practice to develop a common framework for public services in Tower Hamlets. It is believed that it will serve a pioneering role in co‐ordinated existing and developing coherent approaches to communication support.

Details

International Journal of Migration, Health and Social Care, vol. 2 no. 1
Type: Research Article
ISSN: 1747-9894

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Book part
Publication date: 17 December 2016

Suzanne C. Hopf, Sharynne McLeod and Sarah H. McDonagh

Fiji is a multicultural and linguistically multi-competent country. Historical ethnic divisions have socialised students into language friendships based around common…

Abstract

Purpose

Fiji is a multicultural and linguistically multi-competent country. Historical ethnic divisions have socialised students into language friendships based around common languages. Recent changes to educational policy, specifically the mandating of students learning all three of the Standard languages of Fiji (Fijian, Hindi, and English), have been introduced in hope that cross-linguistic understanding will encourage a greater sense of national identity amongst all Fijians regardless of ethnicity. This study explores one multilingual school environment considering students’ language use, attitudes and friendships in light of these policies.

Methodology/approach

A convergent mixed-methods research design using surveying, artefact collection, students’ drawing and observation was employed.

Findings

The majority of students reported some proficiency in the language of their inter-ethnic peers; however, students’ inter-ethnic friendships predominantly relied on English language use. It was observed that most friendships amongst these Fijian primary school students were still established according to main language use at home; however, inter-ethnic peer interaction in English was observed to be friendly and respectful. These language use patterns and friendship behaviours were potentially reinforced by individual and societal multilingualism, in addition to the school environment.

Originality/value

The chapter presents the first research linking Fijian primary school students’ language choices and friendship development.

Details

Friendship and Peer Culture in Multilingual Settings
Type: Book
ISBN: 978-1-78635-396-2

Keywords

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Book part
Publication date: 26 November 2020

Cedric Joseph Oliva and Alan Gómez Larriva

In the context of American institutions of higher education, the practical implementation of strategies associated with the development of L3+ or multilingual education…

Abstract

In the context of American institutions of higher education, the practical implementation of strategies associated with the development of L3+ or multilingual education often remain difficult to implement. Furthermore, students who reach the university level with pre-acquired bi/multilingual and bi/multicultural skills may perceive their competencies as trivialized and undervalued due to the lack of linguistically relevant opportunities available to them.

By contrast, the recent implementation of a multilingual course titled “Intercomprehension of the Romance languages: a pathway to Multilingualism,” at California State University, Long Beach (2014–2018) and St. Lawrence University (2018) offers bi/multilingual students the tools to develop skills geared toward language learning in a continuous effort to appraise, nurture, and upraise the ever-growing linguistic diversity present among students and faculty members in universities across the United States. This course and its iterations specifically benefit students’ pre-existing bi/multilingual competencies while offering them opportunities to reinforce and expand their multilingual repertoire. Students learn how to read in 5+ Romance languages, reinforce their knowledge of English, as well as of their Romance language, all while strengthening their metalinguistic awareness by learning how to navigate a larger repertoire of either foreign or unknown related languages.

In addition to discussing the pedagogical and theoretical framework of the course, the authors propose to explore how this innovative approach favors the development of multilingualism among students in North-American universities by examining course demographic data collected from several of these courses and key results relating certain aspects of students’ initial contact with new languages through intercomprehension.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

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Article
Publication date: 8 February 2021

Mike Szymanski, Ilan Alon and Komal Kalra

In this study, micro-foundations of strategy as the theoretical framework to study the effect of managers’ individual characteristics on multinational team performance are…

Abstract

Purpose

In this study, micro-foundations of strategy as the theoretical framework to study the effect of managers’ individual characteristics on multinational team performance are adopted. In particular, the purpose of this paper is to study managers’ multilingual communication abilities and multicultural background, and their role in, respectively, effectively reconfiguring team human assets and sensing cognitively distant opportunities and threats.

Design/methodology/approach

This study uses national football teams competing in national and international competitions and their coaches’ characteristics as the data set to test the theory. Using random coefficient modeling and ordinary least square regression, this paper analyzes two samples of 222 and 79 teams and found that both these characteristics contribute to team performance; however, their effects differ depending on the team environment.

Findings

Multicultural managers contribute positively to team performance only when the team is operating in a highly diverse environment, their effect is not statistically significant in homogeneous environments. In less diverse environments, it is the multilingual manager who can improve team performance through more efficient communication and greater effects of leadership on the team.

Originality/value

Managers’ characteristics such as their multicultural background and multilingual capabilities affect team performance. In particular, these effects come into play in highly diverse and international settings. Micro-foundation literature is advised to focus on the internationalization and multicultural backgrounds of managers as a precursor for organizational international performance.

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Article
Publication date: 29 November 2019

Melina Andronie, Sebastian Krzyzek, Lena Bien-Miller and Anja Wildemann

The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context…

Abstract

Purpose

The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context. Moreover, it illustrates the potential of this hybridized methodology for gathering information from experts on multilingual practices in the primary school context in Germany in order to conceptualize a teacher training.

Design/methodology/approach

Based on a structured guideline, two group discussions with experts from the scientific community, schools and educational institutions (n=13; n=12) focused on language diversity in the school context, multilingualism, the heritage languages of children as well as on the role of language reflection and metalinguistic awareness in (second) language acquisition and development in primary school. Both group discussions were qualitatively analyzed, and inductive categories were framed.

Findings

The main aspects derived from the data were: teaching actors, their language awareness, their knowledge about multilingualism and attitudes toward it, characteristics of the materials and methods used in language lessons as well as students’ own experiences with both heritage and second language(s).

Practical implications

Following these domains derived from the analyses of the data, the authors developed a teacher training, systematically considering multilingual teaching practices and implications resulting from the modified Delphi-study.

Originality/value

Due to the fact that knowledge and experience of experts from research and school context had been taken into account, the teacher training measure achieved higher acceptance and efficacy.

Details

Qualitative Research Journal, vol. 20 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

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Book part
Publication date: 26 November 2020

Chesla Ann Lenkaitis, Shannon M. Hilliker and Luis Y. Castañeda

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing…

Abstract

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing multilingualism. This chapter examines international students’ perceptions of their third language (L3) learning experience in their second language (L2) English context. Challenges and strategies of L3 learning are explored as data from a survey and interviews were analyzed. Twenty-eight (n = 28) international students were asked to answer Likert-scale and ­open-­ended questions regarding their L3 learning experience. Select ­participants were also interviewed. The quantitative and qualitative results show that learning an L3 not only offered international students an opportunity to strengthen their understanding of the relationship between language and culture, but also allowed them to position themselves as multilinguals within the globalized world context. Furthermore, the data reveal that technology is an integral part of international students’ L3 learning process, but that additional support is needed. This chapter also discusses ideas including technology-e­nhanced language learning to assist international students in their L3 learning experience in higher education.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

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Book part
Publication date: 26 November 2020

Francesca D’Angelo

Traditional didactic approaches to multiple language learning have mainly focused on the differences and similarities between languages. However, in the language learning…

Abstract

Traditional didactic approaches to multiple language learning have mainly focused on the differences and similarities between languages. However, in the language learning classroom, the willingness to activate prior language knowledge has been generally overlooked, despite being a fundamental part of the actual process of language learning Accordingly, the author suggests that the traditional contrastive method should be complemented by a psycholinguistic approach with the aim of exploiting the interlinguistic strategies used in language teaching and learning. An alternative methodological approach that looks at the whole linguistic repertoire of students is needed in order to exploit the benefits of multilingual education, going beyond linguistic similarities and differences. Following a detailed analysis of the relevant literature in the field, which identifies metalinguistic awareness as the most important factor enhancing bilinguals’ outcomes in additional language learning, the present chapter deals with its implications for a multilingual didactic approach. In particular, students must be stimulated and assisted in the process of conscious reflection and manipulation of language, learning strategies, and linguistic skills developed in previous linguistic systems to observe a positive and significant outcome in third (or additional) language acquisition (TLA). School curricula and teaching practices could benefit from placing the multilingual learners and their entire linguistic repertoire at the center of the learning process, rather than focusing exclusively on the target language.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

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Book part
Publication date: 26 November 2020

Abstract

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

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Article
Publication date: 1 August 2018

Riccardo Albertoni, Monica De Martino and Paola Podestà

The purpose of this paper is to focus on the quality of the connections (linkset) among thesauri published as Linked Data on the Web. It extends the cross-walking measures…

Abstract

Purpose

The purpose of this paper is to focus on the quality of the connections (linkset) among thesauri published as Linked Data on the Web. It extends the cross-walking measures with two new measures able to evaluate the enrichment brought by the information reached through the linkset (lexical enrichment, browsing space enrichment). It fosters the adoption of cross-walking linkset quality measures besides the well-known and deployed cardinality-based measures (linkset cardinality and linkset coverage).

Design/methodology/approach

The paper applies the linkset measures to the Linked Thesaurus fRamework for Environment (LusTRE). LusTRE is selected as testbed as it is encoded using a Simple Knowledge Organisation System (SKOS) published as Linked Data, and it explicitly exploits the cross-walking measures on its validated linksets.

Findings

The application on LusTRE offers an insight of the complementarities among the considered linkset measures. In particular, it shows that the cross-walking measures deepen the cardinality-based measures analysing quality facets that were not previously considered. The actual value of LusTRE’s linksets regarding the improvement of multilingualism and concept spaces is assessed.

Research limitations/implications

The paper considers skos:exactMatch linksets, which belong to a rather specific but a quite common kind of linkset. The cross-walking measures explicitly assume correctness and completeness of linksets. Third party approaches and tools can help to meet the above assumptions.

Originality/value

This paper fulfils an identified need to study the quality of linksets. Several approaches formalise and evaluate Linked Data quality focusing on data set quality but disregarding the other essential component: the connection among data.

Details

Data Technologies and Applications, vol. 52 no. 3
Type: Research Article
ISSN: 2514-9288

Keywords

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