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Research has demonstrated that employees desire to be shown appreciation in various ways. The five languages of appreciation provide a model for exploring these differences. This study aims to explore whether individuals who speak different languages (and are from various cultures) differ in how they prefer to be shown appreciation.

The Motivating By Appreciation Inventory (MBAI) is an online tool that assesses each person’s preferences in how they desire to be shown appreciation at work. Initially developed in English, the MBAI has been translated into seven additional languages. Over 2,200 employees took the MBAI in their preferred spoken language: Mandarin (Chinese), Danish, French (Canadian), Portuguese (Brazilian), Spanish (Latin American), Thai and Turkish. The frequency of each group’s preferred appreciation languages was analyzed to determine similarities and differences across the languages spoken.

Given the non-normal distribution of the data, the Kruskal–Wallis test found that there was a significant difference in preferences for participants’ primary appreciation language across the seven groups of various spoken languages. One key theme was that words of affirmation were most frequently chosen by five of the seven language groups, whereas employees from Thailand and Turkey chose acts of service most frequently. Additionally, tangible gifts were the least frequently chosen appreciation language by all groups, and at rates below their US counterparts. In three of the languages, quality time was preferred significantly less compared with the other languages.

Some of the groups’ findings (Portuguese, Thai) may be impacted by a confounding variable of the type of work setting (manufacturing) in which the employees worked – in comparison to office-based work settings.

One theme was, in comparison to other ways of receiving appreciation, tangible gifts are not highly valued by most employees across all language groups. Therefore, organizations using gifts as the primary way to communicate appreciation to employees may be wasting a lot of money. Similar to English-speaking employees, five of the seven language groups chose words as their preferred appreciation language. A wide range exists, however, across language groups with regards to the proportion who desire words, quality time or acts of service. Multicultural organizations should pay attention to employee preferences, lest they waste time and energy on undesired actions.

To the best of the author’s knowledge, this is the first study that has examined the preferences of how employees like to be shown appreciation across seven different language groups.

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native language or other appropriate mode of communication. During assessment, the child's language skills in terms of both Cognitive Academic Language Proficiency (CALP) and Basic Interpersonal Communication Skills (BICS) should be considered. Assessments like the Woodcock-Munoz and Student Oral Language Observation Matrix (SOLOM) can be used to determine the child's dominant language and proficiency in both their first (L1) and second (L2) languages. Models such as that proposed by Olvera and Gomez-Cerrillo (2011) which includes procedures for formal and informal assessments, as well as data collection and observation, can help guide a school psychologist or diagnostician when assessing a bilingual child. One main goal of this type of evaluation is to distinguish academic delays caused by a learning disability from those caused by a lack of proficiency in English. Cautions with respect to the testing of ELLs are highlighted.

This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers’ experience about the use of CALL-based activities in English language classrooms or labs.

This study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students’ English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students’ essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers’ interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes.

The pre-test results confirmed that students’ language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader’s hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students’ English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency.

This study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.

This study aims to examine the language choices of outdoor signs and menus in addition to the functions of outdoor signs in restaurants in a Saudi tourist city, Abha. The primary focus is on identifying the extent to which outdoor signs accurately represent the language choices of restaurant menus.

The study developed a conceptual framework for the linguistic landscape (LL) of restaurants. It employed a quantitative approach to collect outdoor signs and menus of 75 sampled restaurants in Abha using online photos and a smartphone camera. Then it analyzed the frequency and percentage of language choices on outdoor signs and menus as well as the extent to which language choices of outdoor signs represent menus.

The findings indicate that more than half (58.66%) of the restaurants employ bilingual signage in both Arabic and English. Other languages like Spanish, French, Chinese and Turkish are sporadically used, with multilingualism observed only in isolated instances. The study also reveals that bi/multilingualism on outdoor signs primarily serves informational purposes, where more than one-third (36%) of the outdoor signs use languages other than Arabic to serve a symbolic function. Regarding menus, Arabic and English dominate, while Turkish appears on one menu. Spanish, French, and Chinese are absent from restaurant menus, indicating linguistic mismatch in terms of language choices.

This study contributes to LL studies of restaurants in tourist cities by showing language choices and functions of outdoor signs and their alignment with menus.

Translanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course.

Data were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis.

The first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course.

The study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia.

The study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter.

Moreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts.

The study makes a valuable contribution to the literature by delving into a relatively unexplored domain.

Understanding linguistic profiling and its substantial consequences on employee career development is essential in diverse workplaces. This study utilizes Levinson’s eras and career development theories to analyze the complicated relationship between linguistic profiling and biases, which hamper employee career development.

This study used an interpretive methodology and conducted thematic data analysis. It documented lessons learned from diverse viewpoints through semi-structured interviews with 19 participants conducted in November and December 2022.

The study demonstrates that linguistic discrimination occurs in diverse workplaces. After data exploration, four intriguing themes appeared. The first theme was related to employees who were discriminated against because of various languages. This shows how often language choice affects employees. The second theme examined how linguistic profiling intersected with marginalized groups, increasing discrimination. The third theme, linguistic profiling and career development showed that bias had a huge influence on career progression. The fourth theme emphasizes organizational policies for preventing language discrimination, promoting career growth and inclusive organizations.

This study advances the understanding of linguistic profiling and career development in a multilingual society. In addition, it furthers discourse and provides ways to minimize biases, creating a more inclusive workplace environment.

Linguists classify the world’s languages into two types: futured and futureless. Futured languages (e.g. French) require speakers to grammatically mark future events, a construction that is optional in futureless languages such as German. This treatise examines whether the grammatical structure of the predominant language in a given country explains firms’ propensity to engage in controversial marketing and environmental management practices. This is expected to happen because a speaker’s future time perspective and temporal discounting vary depending on the type of language used.

The sample period for this research was from 2001 to 2020. The sample of the study consists of 5,275 firms representing 47 countries. The sample is comprised of firms from 29 countries where the predominant language is a strong future time reference (FTR) language and 18 countries with a weak-FTR language. The maximum number of firm-country-year observations of the study was 39,956. This study employed multi-level mixed effects modelling as well as other relevant estimation techniques such as random effect panel regression, ordinary least square regression and two-stage least square regression.

This research empirically demonstrates that firms based in countries where the predominant language requires speakers to grammatically differentiate between the present and the future – known as strong-FTR or futured languages – engage more often in controversial marketing- and environment-related practices than those located in countries where the predominant language does not necessarily require grammatical differentiation between the present and the future (known as weak-FTR or futureless languages).

The findings are important for managers of firms with foreign subsidiary operations: top management teams of such firms need to be aware that their foreign subsidiaries’ propensity to engage in controversial marketing and environmental management practices varies depending on the predominant language those subsidiaries use. Also, firms located in countries with weak-FTR languages need to be more rigorous in their selection process when considering forming a joint venture or acquiring a firm in countries with strong-FTR languages.

The current research enriches the burgeoning body of literature on the effect of language on corporate decision-making. It extends the body of knowledge on the impact of language structure on firms’ inclination to engage in controversial marketing and environmental management practices.

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.

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.