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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.

In this chapter, we share narratives from our personal experiences with a shared focus on the relationships between personal identities and family language. The acquisition of a family language is said to be accompanied by a specific ‘intercultural burden’ (Kagan 2012), which is manifested at the intersection of different influences and psychological tensions. This psychosocial and cultural reality has the potential for the development of a true intercultural identity that brings together contradictions and conflicts of inherited cultural differences. Here, through a prism of three personal narratives, we create a series of questions and reflections in relation to the family language. The three voices are articulated through three auto-ethnographic accounts of individuals – two linguists and a theatre scholar who are both personally and professionally invested in the topic of post-migration. The common thread of the three narratives is the experience of Serbian as the first language. As an aspect of personal identity, the idealised concept of family language affects one's identity and makes a decisive impact on investment and potentially life-defining decisions.

This chapter explores how critical language theory could be applied to the language dynamics in higher education that is created by internationalization and university's traditional role in maintaining national languages. Language policy is an instrument of governance that is increasingly used to regulate the linguistic situation at the university, so it is at the center of my analysis. As a broad concept, language policy is not limited to the formulations of the policy text but includes interactions of different actors and addresses instruments mediating the university's linguistic situation. A critical approach highlights that language policy is permeated with power, which is unequally distributed between different actors. I suggest further conceptualization of the language dynamics of the internationalized university created by national language protection and internationalization through three layers of analysis. The first layer derives from the Bourdieu's approach to language in society focusing on the societal hierarchies that are underpinned by language use. It also includes a discussion about structure versus agency, and a conversation about the navigational capacities of individuals to challenge preestablished social structures. The second layer discusses dialogue as a theoretical approach to the process of negotiating language policy. This is where agency is being realized, depending on the relative power of different actors in the particular social context. The third layer explores the conception of language, how different ways to understand what language is are turned into policy principles.

The purpose of this study is to analyse the recommendations on knowledge organisation from guidelines, policies and procedure manuals of a sample of institutional repositories and networks within the Latin American area and observe the level of follow-up of international guidelines.

Presented is an exploratory and descriptive study of repositories’ professional documents. This study comprised four steps: definition of convenience sample; development of data codebook; coding of data; and analysis of data and conclusions drawing. The convenience sample includes representative sources at three levels: local institutional repositories, national aggregators and international network and aggregators. The codebook gathers information from the repositories’ sample, such as institutional rules and procedure manuals openly available, or recommendations on the use of controlled vocabularies.

The results indicate that at the local repository level, the use of controlled vocabularies is not regulated, leaving the choice of terms to the authors’ discretion. It results in a set of unstructured keywords, not standardised terms, mixing subject terms with other authorities on persons, institutions or places. National aggregators do not regulate these issues either and limit to pointing to international guidelines and policies, which simply recommend the use of controlled vocabularies, using URIs to facilitate interoperability.

The originality of this study lies in identifying how the principles of knowledge organisation are effectively applied by institutional repositories, at local, national and international levels.

This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment.

Mixed-method research design was used to elicit information from 62 participants on the study’s objective. Data were collected and analyzed to examine the participants’ views on using AR in language teaching in a hybrid environment.

This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings.

This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes.

This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.

Culture is considered a critical aspect of social media usage. The purpose of this paper is to explore how cultures and languages influence multilingual users' cross-cultural information sharing patterns.

This study used a crowdsourcing survey with Amazon Mechanical Turk to collect qualitative and quantitative data from 355 multilingual users who utilize two or more languages daily. A mixed-method approach combined statistical, and cluster analysis with thematic analysis was employed to analyze information sharing patterns among multilingual users in the Chinese cultural context.

It was found that most multilingual users surveyed preferred to share in their first and second language mainly because that is what others around them speak or use. Multilingual users have more diverse sharing characteristics and are more actively engaged in social media. The results also provide insights into what incentives make multilingual users engage in social media to share information related to Chinese culture with the MOA model. Finally, the ten motivation factors include learning, entertainment, empathy, personal gain, social engagement, altruism, self-expression, information, trust and sharing culture. One opportunity factor is identified, which is convenience. Three ability factors are recognized consist of self-efficacy, habit and personality.

The findings are conducive to promoting the active participation of multilingual users in online communities, increasing global resource sharing and information flow and promoting the consumption of digital cultural content.

Spoken service language is critical for service experiences and human welfare in many service settings. However, little is known about how spoken service language can enhance customer well-being in transformative service contexts. This paper explores spoken service language and well-being for customers experiencing vulnerability in a transformative service context, informed by an empirical account of the human welfare service of residential aged care.

Situated within transformative service research (TSR), this study was guided by a theoretical framework of service language and adopts a strengths-based approach to customer experiences of vulnerability. A qualitative multiple case study methodology was applied to explore carers’ perspectives on spoken service language and well-being from three residential aged care homes in Australia.

The findings demonstrate five spoken service language practices and four principles of spoken service language for well-being that co-create customer well-being and support the alleviation of customer experiences of vulnerability. Conceptualised as transformative spoken service language, the spoken service language practices and principles collectively recognise, support and leverage residents’ capabilities and uplift customer well-being, by enacting a process of mattering highly salient to transformative service contexts.

This study is the first to conceptualise how employee spoken service language can be used to support customer well-being and enhance transformative value for customers experiencing vulnerability to align with the goals of TSR. Practically, the study advocates for a greater awareness and more considered use of transformative spoken service language in human welfare and other transformative service contexts.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

This study develops a measure of anticipated chilly climate for women and provides initial evidence of its validity.

We draw on three studies. Study 1 consisted of three focus groups to gain deeper insights into the meaning of the concept for prospective female jobseekers and generate scale items. In Study 2, we pre-tested job post vignettes (N = 203), refined the scale items and explored the factor structure (N = 136). Study 3 aimed to determine the convergent and discriminant validity of the new scale (N = 224) by testing its relationships with organisational attractiveness, person-organisation fit perceptions and gendered language.

The results show that the anticipated chilly climate is an important concept with implications for applicants’ career decision-making and career growth in the technology industry, where women tend to be underrepresented. Perceptions of anticipated chilly climate comprise expectations of devaluation, marginalisation and exclusion from the prospective employment. The masculine stereotypes embedded in the language of the job posts signalled a chilly climate for both genders, negatively affecting perceptions of fit and organisational attractiveness.

Most previous studies have focussed on the actual experiences of chilly climates in organisations. We extend this body of literature to anticipatory climates and draw on social identity threat theory and signalling theory to highlight that job applicants make inferences about the climate they expect to find based on job ads. Specifically, they may anticipate a chilly climate based on cues from job ads signalling masculine stereotypes. Whilst the literature has emphasised women’s perceptions of chilly climates within organisations, our results show that both genders anticipate chilly climates with detrimental consequences for both organisations and prospective job applications.