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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.

The purpose of this paper is to examine how professional service firms (PSFs) manage the linguistic tensions between global Englishization and local multilingualism. It achieves this by analysing the work of Big Four audit firms in Luxembourg, where three official languages co-exist: Luxembourgish, French, and German. In addition, expatriates bring with them their native languages in a corporate environment that uses English as its lingua franca.

The paper combines the institutionalist sociology of the professions with theoretical concepts from sociolinguistics to study the multifaceted role of language in PSFs. Empirically, the paper draws from 25 interviews with current and former audit professionals.

The client orientation of the Big Four segments each firm into language teams based on the client’s language. It is thus the client languages, rather than English as the corporate language, that mediate, define, and structure intra- and inter-organizational relationships. While the firms emphasize the benefits of their linguistic adaptability, the paper reveals tensions along language lines, suggesting that language can be a means of creating cohesion and division within the firms.

This paper connects research on PSFs with that on the role of language in multinational organizations. In light of the Big Four’s increasingly global workforce, it draws attention to the linguistic divisions within the firms that question the existence of a singular corporate culture. While prior literature has centred on firms’ global–local divide, the paper shows that even single branches of such firm networks are not monolithic constructs, as conflicts and clashes unfold amid a series of “local–local” divides.

The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i³ pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i³ within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.

An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.

The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i³, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.

This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.

In order to sustain the development and utilization of learning content under the limited financial and human resources, the sharing and reuse of open educational resources (OERs) have been promoted in various school levels and disciplines. In many countries, central organization(s) collect both learning content and its metadata, and provide them to learners and teachers with distinctive value‐added services from their portals. Collaborations among the national portals have also emerged beyond borders.Global Learning Object Brokered Exchange (GLOBE) is an international consortium of the hub organizations, which manage a federated repository and/or a meta‐referatory in each country and region. GLOBE was established in September 2004 by five founding members, and now twelve organizations in the world participate in. By adopting IEEE LOM version 1.0 for the metadata standards, SQI for the query language, and OAI‐PMH for harvesting, GLOBE realized a global search and delivery infrastructure for lifelong learning (LLL). At present, while the repositories all over the world store huge number of learning content and metadata, the variance of the quality becomes much bigger. In addition, because the effectiveness of learning content is relative and dependent on contextual factors, both optimizations specialized in learner characteristics and localizations to each language/culture are indispensable. The users need some supports on the quality and pedagogical guidance when they find their right content. GLOBE, based on multilingualism, multiculturalism and pluralism, collaborates to build up standardized services on the quality assurance of the content utilizing the “Educational” items of LOM. In AAOU framework also, the organizations can promote “openness”, and share the quality learning content and educational information by using a standardized content search and delivery infrastructure.

This paper presents a follow-on study that quantifies geolingual markers and their apparent connection with authorship collaboration patterns in canonical Digital Humanities (DH) journals. In particular, it seeks to detect patterns in authors' countries of work and languages in co-authorship networks.

Through an in-depth co-authorship network analysis, this study analysed bibliometric data from three canonical DH journals over a range of 52 years (1966–2017). The results are presented as visualised networks with centrality calculations.

The results suggest that while DH scholars may not collaborate as frequently as those in other disciplines, when they do so their collaborations tend to be more international than in many Science and Engineering, and Social Sciences disciplines. DH authors in some countries (e.g. Spain, Finland, Australia, Canada, and the UK) have the highest international co-author rates, while others have high national co-author rates but low international rates (e.g. Japan, the USA, and France).

This study is the first DH co-authorship network study that explores the apparent connection between language and collaboration patterns in DH. It contributes to ongoing debates about diversity, representation, and multilingualism in DH and academic publishing more widely.