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Language commonality and barriers are often taken as exogenous given variable and independent of the context; however in this chapter we investigate the factors determining perception of language barriers. As such we are responding to the question of when do managers perceive language barriers and which business contexts foster the perception of language barriers and which do not? Language serves different purposes and entails different communicative requirements depending on the context in which it is used. In addition, language has multiple dimensions and we argue that the different dimensions of language vary in their importance depending on the specific context, where the contextual variation in this case is related to the operation mode chosen in the foreign market. More specifically, we argue that language distance (relatedness in language) matters when the firms conduct business abroad through their own employees, while language incidence (accuracy in language) is critical when operating through a local agent. The different use of language implies a need for different language skills. The combination of the operation mode and the availability of people with the needed language skills will affect managers’ perception of language barriers. The hypotheses are tested on a large data set encompassing 390 multinational corporations headquartered in Finland, South Korea, New Zealand, and Sweden that have undertaken a business operation in a foreign country.

The purpose of this paper is to examine the different aspects of language that are present in the signage, handouts and websites of public libraries. It discusses the extent to which this language reflects the varying demographics of library clients.

This paper reports on a qualitative study, which took a document analysis approach and utilised an inductive-coding technique to analyse data collected from four lower North Island libraries in New Zealand.

Five language aspects were identified from the collected data: monolingual, bilingual and multilingual language; language context; welcoming and prohibitive language; language consistency; and jargon. The nature and incidence of these aspects were evaluated for each of the four libraries. In some cases, the libraries achieve an accurate reflection of client demographics through their language. However, each library could make some changes to their use of language to better accommodate their distinct communities.

This paper suggests that modifying library language to better reflect client demographics will contribute to an atmosphere of inclusion, welcome and acceptance. Such an atmosphere will promote information access for all members of the community. Recommendations for change are made, as well as suggestions for future research.

This paper contributes to the body of knowledge on communication and language in libraries, particularly in a New Zealand context where there is a paucity of research on this topic. This paper benefits libraries and clients by identifying patterns, contrasts and potential improvements.

The number of English learners (ELs) has increased dramatically in the public schools across the nation. In 2000, 3.8 m students, or approximately 8% of the US public school student population, were identified as ELs. In 2016, the number reached 4.9 m or 9.6% of the general student population. In some states, the rise in the EL population has been even more pronounced. Their increased presence in content classes poses opportunities as well as great challenges for teachers. As these learners are learning fundamental language skills, they are also responsible for learning content and skills associated with various disciplines. In social studies, it includes developing a foundational understanding of US history, geography and government, while also developing the ability to comprehend, analyze and evaluate complex informational texts, which include contextualized language, low-incidence concepts and discrete facts.

One way schools are adapting practice for ELs is through collaboration between general education and EL resource teachers. This article reports findings from interviews with a high school social studies teacher and an English as a second language (ESL) colleague.

The collaboration between these two teachers illustrated how specific strategies thoughtfully designed, yet sensibly implemented, can help teachers feel effective and empowered in their social studies classes. Their story also highlighted ways they have worked together in spite of the system confines.

Together, the authors hope their experiences inform teachers, teacher educators and school leaders about the importance of adapting practices for ELs in social studies and the power of collaboration to make those efforts successful.

The purpose of this paper is to investigate the impact of a dual medium/content context – the one offered by the online Twitter communication (medium-context) of reporting on elite sports (content-context) – on traditional conceptualizations of genderlect.

A quantitative content analysis, coding for a variety of traditional gendered language markers – was conducted on the tweets of male and female reporters who covered the men’s and women’s NCAA final four basketball tournaments.

Consistent with tenets of social role theory, the duel medium/content context of Twitter and sports produces several language patterns that frustrate attempts to categorize language markers according to traditional conceptualizations of genderlect and thus provides support for a redefinition of genderlect.

This paper’s findings suggest that people adapt their communication patterns to match the context in which they communicate. Whether adaptation takes place with conscious effort or as a natural byproduct of moving from one context to another remains to be discovered. Advice to female sports journalists on being vigilant against unwittingly undermining their credibility and perceived expertise is offered. This inquiry allows researchers to study sociology through sport.

This paper demonstrates that online environments can allow for traditional gender roles and expectations to be challenged and broken down, but some genderlect features appear tenacious and could undermine attempts to break down gender barriers.

If sport mirrors society, then the same communication adaptations that appear in the online environmental context of reporters’ tweets about sport should appear in other societal contexts.

Few studies have investigated differences in reporting by gender, and fewer have investigated differences in sports reporting by gender. Fewer, if any, have investigated differences in sports reporting by gender through Twitter.

This paper examines the role of language in foreign subsidiary performance.

We develop hypotheses relating to the effects of language difference and its interplay with cultural distance and market size. Considering languages that can be directly used and that can be acquired by MNEs, we employ language variables representing major languages and a population of 60 home and 57 host countries to study the performance of a sample of 1,751 subsidiaries between 2002 and 2013.

Language difference is found to have a negative impact on subsidiary performance. The positive effects of cultural distance on performance become stronger when the language difference is smaller. The language effects are also more pronounced in small markets.

This study reveals that subsidiary success depends on language difference, and such effects are more pronounced in small markets. The results also suggest that MNEs need to give more attention to bridging language barriers when they invest in culturally distant countries so that they can benefit from the positive effects of cultural distance.

Given that there is no systematic research investigating the role of language in the foreign subsidiary performance of MNEs, we make an important contribution by presenting a quantitative investigation of the language–performance relationship. The novelty of the paper also lies in examining the interplay of language difference with cultural distance and market size.

The purpose of this paper is to measure the effect that knowing the Catalan language has on individuals’ comparative advantage to perform certain jobs in Catalonia (Spain), where Catalan and Spanish coexist.

Using census data for 1991 and 1996, and for individuals born in Spain, the paper first estimates a Probit model for individuals’ level of Catalan proficiency in order to correct for the possible endogeneity of Catalan knowledge, as it may be jointly determined with occupational selection or be a reflection of unobserved human capital or innate ability. Then, it estimates a bivariate Probit model for the probability of choosing a given occupation conditional on a given Catalan proficiency level.

The paper finds that advanced proficiency in Catalan reinforces selection into being employed, being an entrepreneur, and into white‐collar occupations and communication‐intensive jobs. Being able to read and speak Catalan increases selection into white collar occupations by between 11 and 16 percentage points, while writing Catalan increases by 4 to 7 percentage points the probability of engaging in services, and government and educational activities.

Because census data are cross‐sectional panel effects on language selection cannot be analyzed. Nevertheless, the paper's results suggest that investing in learning the local language, at the firm and the government level, improves job matching and assimilation of workers to multilingual economies. The authors suggest a cost‐benefit analysis to assess the effectiveness of language policies for further research.

The results contribute to the scarce literature on the economic value of a language, i.e. on how much language knowledge as a form of human capital reinforces individuals’ comparative advantage to perform certain tasks.

Over the course of several decades, the field of bilingual special education has found much support in the reform movement that has become known as multicultural education. Born out of the 1960s civil rights movement (Mclaren & Muñoz, 2000), multicultural education “is a field in education that is dedicated to equal opportunity for all students. Even groups who appear to be monocultural are diverse in regards to class, gender, and language” (Ooka Pang, 2005, p. 213). Multicultural education “assumes that race, ethnicity, culture, and social class are salient parts of U.S. society. It also assumes that ethnic and cultural diversity enriches the nation and increases the ways in which its citizens can perceive and solve personal and public problems” (Banks, 2002, p. 1). Thus, multicultural education supports the call for bilingual special education in teacher preparation and in schools. For special educators, in particular, understanding the link between exceptionalities and cultural diversity is fundamental to their professional role (Hallahan et al., 2009). In the context of a multilingual and multicultural country, such as the United States, bilingual special education is no doubt the best way to ensure that a subgroup of our population (i.e., bilingual exceptional children) has real opportunities to succeed. A major concern for any educator, but especially for bilingual special educators who value and seek to implement multicultural education, is to ensure that bilingual exceptional learners are not placed at a disadvantage because of their linguistic and cultural backgrounds. Here the term culture encompasses all the various aspects (subcultures) that contribute to define an individual. These are race, ethnicity, language, exceptionality, sexual orientation, gender, religion, socioeconomic background, and age.

This paper aims to present a conceptual account of how organizational members collectively contribute to establishing workable communication models in contexts of linguistic and cultural diversity.

The study draws on existing theory and empirical studies related to cultural diversity and workplace communication to analyze how meaning is continually co-negotiated.

The pressure to interact efficiently with team members with different language and cultural backgrounds leads to the foregrounding of certain strategies and organizational dynamics that facilitate viable communication.

The ways in which language and cultural diversity can be transcended through the use of appropriate communication strategies, resulting in organizational unity and consistency, should be a central concern in the scholarly research agenda on organizations.

Workforces worldwide, including virtual workforces, are increasingly required to work in culturally diverse teams and in a dominant language not shared as a first language by all employees; the preliminary study of one highly diverse workforce reveals issues that are generalizable to other geographical contexts.

The purpose of this paper is to address the maintenance errors caused by the lack of understanding of maintenance manuals. English is the official language of civil aviation and all relevant maintenance manuals are written in it, but – for 80 per cent of the global maintenance personnel who are using such manuals – English is not their native language. The majority of these users have knowledge of English that is rather limited and they are easily confused by complex sentences and by the number of meanings and synonyms that English words may have.

Scientific analysis of the faulty maintenance tasks to determine the impact of the inability of maintenance personnel to correctly understand maintenance manual written in English.

Analysis of the maintenance processes clearly shows that ineffective communication between system designers and maintenance personnel, through maintenance documentation, is a well-recognised contributor to the occurrence of a faulty maintenance task.

Significant improvements in the direction of effective communication and improvement in a quality of maintenance could be achieved by applying Simplified Technical English (ASD-STE100), the benefit of which on the quality of maintenance is presented in this paper.

Unique consideration of the quality of maintenance, which is to see it as a function of the comprehension of maintenance manuals written in English.

This paper aims to map information literacy literature in social sciences and humanities published during the period of 2001-2012.

The data for the study are obtained from Scopus, accessible at www.scopus.com. Study used the Transformative Activity Index (TAI) and relative citation impact (RCI) to know the impact of most productive countries and prolific institutions. The SCImago Journal and Country Rank accessible at www.scimagojr.com/ was used to determine the SCImago Journal Rank and source normalized impact per paper.

The study found that 1990 documents originating from 79 countries were published in this study area. These papers are published in 160 journals with an average ∼12.51 papers per journal. These papers have been cited 10,025 times with ∼5.0. average citations per publication. Study also found that information literacy literature is published in 16 languages and the majority of the papers are in English, 1,879 (94.4 per cent). The highest growth of publications (106.7 per cent) was found in 2005. The USA contributed the highest number, 1,035 (52 per cent) papers. Moreover, of the 15 most productive countries, three recorded TAIs >100, and 12 countries recorded TAIs <100. In all, 160 institutions worldwide have contributed in information literacy research. Study also found that maximum literature published on the subject by a single author is 828 (41.6 per cent). Universidad de Granada, Granada, Spain has produced the highest number of papers (24, or 1.2 per cent) and received 61 (0.6 per cent) citations, while University of Strathclyde has the highest RCI (∼2.7) for its publications. Pintos, María from Universidad de Granada has published the maximum number of papers (18) that have been cited 78 times.

The study endeavors to showcase information literacy research outcomes in social sciences and humanities. It involves quantitative analysis of the literature in this domain using bibliographic elements such as keywords, authors, affiliation, publication and citations.

No study has been conducted so far to map the information literacy literature in social sciences and humanities. Study will be useful in understanding the progress on information literacy in the area of social sciences and humanities. The study is significant for social scientists to foster further research in this emerging area.