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This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns’ cross-cultural experiences in schools in Alaska Native villages. The chapter explores the interns’ descriptions of the schooling contexts related to school-based instruction of Indigenous languages and cultures and considers pedagogical implications for preservice programs that aim to prepare culturally sustaining/revitalizing educators. Findings include accounts of instructional practices in classrooms teaching Indigenous languages and cultures and themes presenting the schooling contexts as crisis, struggle, and hope. Implications for teacher education are discussed consisting of pedagogical responses to the contexts interns described and considerations for supporting preservice teachers’ transformative learning.

Americans have become increasingly interested in their ethnic heritage in recent years. Assimilated Euro‐Americans, whose ancestors arrived in the New World generations ago, are rediscovering their roots and are enrolling in foreign language classes, taking up folk dancing, learning ethnic cuisine, tracing their genealogical pedigrees, and returning to the religious traditions their parents may or may not have passed on to them. Now it's “in” to be ethnic.

Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian policies relating to tribal self-determination and the education of these students. Tribal peoples residing in native communities typically view revitalization of indigenous language as a crucial first step in achieving the cross-cultural goal of school success for all tribal children. Inclusion of indigenous languages serves multiple purposes such as transmitting traditional cultural values, supporting overall academic achievement, and fostering self-determination and independence for native communities. Title III and Title VII of the No Child Left Behind Act are the designated policy “homes” for indigenous language inclusion and the Individuals with Disabilities in Education Act addresses indigenous language as an obstacle to overcome, giving the unintended impression that native languages are somehow situated within a deficit framework of poverty and special education. This chapter explores the foundations of the inclusion of native languages into current federal policy and argues that the placement might be better suited as stand-alone legislation in order to more effectively promote community development and self-determination for Native American peoples.

Many people accessing services, including counselling services, do not speak the official language of the country in which they find themselves. This paper first considers, in general terms, the way that language is used to negotiate relationships and to structure and provide meaning for our experiences, needs, feelings and ideas. This is then related to the use of native language in therapeutic work and the practical issues that this can present for services.The paper then reports on a small‐scale informal piece of research that was conducted in 2009 by Mothertongue multi‐ethnic counselling and listening service with six bilingual and multilingual counsellors, none of whom were native English speakers. The aim was to explore what might be learned from their experience of living with more than one language and then to apply this to the task of communicating in English with non‐English speakers in the therapeutic relationship.Some practical observations and suggestions are included in this paper. These incorporate the themes that emerged from the research such as: attending to clients' linguistic history; the way in which emotions are expressed in different languages; how speaking more than one language impacts on identity formation and the ability to understand across languages and culture; how we convey and construe significance and meaning; how we relate to people's experiences of learning a language. The author of this paper hopes that these findings and observations will stimulate further conversations on this topic.

This chapter presents the research findings of the study aimed at identifying the features of the content of teacher training for working in ethnocultural environment. This content depends on the language policy and geopolitical processes taking place in the world. Modern ethnocultural training at universities should include the flow of continuous transformation and development of the content and methods of teaching: the actualisation of only innovative or digital methods makes young teachers powerless when faced unpredictable ethnocultural situations in pedagogical practice.

The effectiveness of teacher training for ethnocultural education depends on properly constructed bilingual, multicultural, civic and patriotic education. The foundation of this training should be a properly formed national-cultural code, the indicators of which are ethnocultural knowledge, mechanisms of understanding, feelings, behaviour and self-realisation. The multicultural (intercultural) environment in the modern world is being transformed: the degree of use of native languages in Russia and abroad is decreasing. To prepare teachers to work in this changing environment (based on the principles of dialogue of cultures, languages equality, recognition of the right to speak and receive education in their native language), it is necessary to restructure the content and system of teacher training, the content of educational and methodological materials, taking into account the real facts of ethnogenesis.

While language is vital for a successful service exchange, it can also become a source of vulnerability if one party is a non-native speaker in an inter-culture service encounter (ICSE). Hence, the purpose of this study is to understand the relationship between language-related stigma that non-native customers perceive in an ICSE and the associated psychological and behavioral responses.

A survey-based research method and an experimental study was used to collect data from non-native speakers in the USA with English as their second language. Structural equation modeling procedure was used to test the hypothesized relationships.

The findings suggest that the customers who perceive language-related stigmatization in an ICSE context experience intergroup anxiety and lack of social belonging. In turn, intergroup anxiety influences their interaction comfort with the service provider. In the end, these experiences shape their future buying behavior, i.e. they tend to avoid direct interactions with the servers and prefer smart services.

Future research is needed to explore the focal phenomenon in other service contexts and cultures to enrich knowledge on language vulnerabilities.

The study highlights the importance of technology, not just from a convenience perspective, but also as an accommodation mechanism for linguistically vulnerable customers.

To the best of the authors’ knowledge, this study is the first to empirically examine the language-related stigmatization and associated psychological and behavioral responses from the non-native customers’ perspective in a services exchange setting.

Despite the importance of the interaction between consumers and service personnel for how consumers perceive quality, service research assumes that both customers and service provider are perfectly able to interact with each other. This might not be the case on bilingual markets. This paper aims to examine customers ' behavioral reactions to being served in their first versus second language. Specifically, the paper tests whether bilinguals who are served in their second language are less likely to tip the service provider. Moreover, it seeks to examine the mediating role of speech accommodation, and the moderating roles of bilinguals ' perceived second language proficiency and political considerations.

Study 1 tests the main hypothesis using a scenario-based experiment with adult consumers in two bilingual countries (Belgium, Finland). Study 2 further elaborates on these findings using a retrospective survey of actual customer experiences in Belgium.

Driven by perceptions of speech accommodation, the results consistently show that consumers are more likely to tip if served in their native language compared to when served in their second language. Moreover, this relationship is not dependent on consumers ' perceived second language proficiency, but rather upon their political considerations.

This is the first study of bilingual customers ' behavioral reactions to being served in their second language, among bilingual customers from different countries. Given that more than half the countries in the world are multilingual, service providers need to take customers ' native language into account when serving bilingual customers.

In this chapter, we seek to bring greater attention to language-based stigma at work and how it affects employees speaking English as their second language. We integrate research findings across multiple disciplines, including management, psychology, linguistics, education, and business ethics, identifying three major themes and knowledge gaps in this research domain. Based on the multidisciplinary knowledge integration, we suggest six promising future directions for organizational and business ethics scholars to pursue. We call for more empirical research focusing on how language-based stigma may harm nonnative English speakers (NNESs) with and without actual mistreatment or discrimination at work and how organizations may intervene to support NNESs. We hope our chapter will spark conducive conversations about mitigating language-based stigma in the workplace.

Previous research has demonstrated that, in retail settings, music has some of the largest effects on consumer behavior. However, it is still unknown how the language of the lyrics (native vs foreign) affects consumer behavior. In order to address this gap in retail atmospherics, the purpose of this paper is to examine the differential effects of the language of the lyrics of the music played and explain the interactions between the music language and volume.

The data were obtained from a field study conducted in an apparel store and from 241 shoppers speaking Spanish as their native language. The study involved the manipulation of language of the lyrics of music played in the store (native vs foreign).

Results indicate that customers in a non-English speaking country are more likely to make purchases when music is played in English, which fits with the store’s global image. This effect is mediated by time spent in the store.

For managers of global apparel brands, the results suggest that English music may be a good option to increase time spent in the store and subsequent purchases. This is especially attractive as music is an atmospheric cue that can be easily modified at less expense than other atmospheric cues.

This work is the first to demonstrate that fitting the language of the lyrics of music in an international retail store to a global brand image affects consumer behavior. Furthermore, it demonstrates that atmospherics research may not directly transfer to non-English speaking countries.

This study aims to investigate two issues inherent in accounting judgements: the directional influence of uncertainty expressions and how they might positively or negatively affect accounting judgements and the foreign-language effect (FLE), which refers to the reduction of judgement bias that occurs when an accounting judgement is made in one’s foreign language. This study examines both issues in the context of accounting judgements made in Chinese and English languages.

This study conducted two experiments. The first experiment applied a 2 × 2 between-subject research design, and the second experiment adopted a 2 × 2 within-subject approach.

The overall results revealed that directionality biases existed in the exercise of accounting judgement in subjects’ native and foreign languages. However, when the language was switched from the subjects’ native tongue to a foreign language, overall directionality biases are reduced.

This study suggests that the use of native and non-native languages can have unintended consequences on accounting judgements. However, because of the limitations of using students as proxies for professionals and applying self-assessed language scales, the literature would benefit from future research that extends the subject profile to professional accountants and that assesses language skills more objectively.

This study contributes to the literature on cross-lingual accounting, both theoretically and methodologically. It also extends the FLE theory to an accounting context, providing insights on how language is involved in judgements concerning uncertainty expressions.