In recent years, the number of multilingual international students in Canadian university mathematics classrooms is on the rise, and a substantial body of literature has emerged on the topic of language diversity in mathematics education (e.g., Barwell et al., 2019; Chronaki & Planas, 2018; Suh, 2020; Tai, 2021). Whilst much research has been carried out in linguistically diverse settings, no single study exists which explores students' social perceptions of their peers in linguistically diverse mathematics classrooms. In addition, there is scant research conducted in post-secondary classrooms. The primary objective of the study is to fill the research gap by examining the factors that university students consider significant in their mathematics learning and exploring how students attribute both their own and others' successes and failures during mathematical discussions in linguistically diverse university classrooms. The study recruited nine participants from diverse linguistic backgrounds who have or were currently studying mathematics at the postsecondary level. Data collection was conducted through the utilization of group discussion, focus group interviews, and semi-structured interviews. This research contributes to a deeper understanding of university students' experiences in linguistically diverse mathematics classrooms and promotes university internationalization and positive student experiences.

No / This book draws on case studies of language management within British organisations to examine the decisions they make about language diversity in their professional communications in order to be successful in a multilingual world. It explores the practices that the organisations use to manage language diversity in interorganisational relationships, and why certain practices occur in some situations and not others. The book highlights how organisations rely on individual employees to perform a variety of language tasks and the implications of this; the effect of English as a global lingua franca; and the translation challenges which organisations face. The book demonstrates that practices to manage language diversity are often a result of the resources organisations have at given moments in time, rather than being part of a deliberate language management strategy.

Yes / Although language is gaining increasing attention in the international management literature, much of the existing empirical work takes a mechanistic approach and as such fails to give sufficient attention to the relationship between language policies and power. By synthesizing the language-sensitive literature in international management with that of organization studies, I demonstrate how the choice of language policy can be viewed as a particular application of power and how employees may seek to resist such choices. This is an important contribution to the cross-cultural management literature, as it extends the understanding of the link between language policies and power by moving away from neutral, pragmatic understandings of language use which have dominated previous research. In doing so, it provides future directions for empirical research in order to enable a deeper understanding of the microprocesses by which employees subjectively experience and resist the imposition of such policies.

This research focuses on contributions – oral and written – on the topic of linguistic diversity made by Members of the European Parliament during the plenary sessions from 2000 to 2003 inclusive and analyses the attitudes expressed by Members towards the concept of linguistic diversity, particularly as it applies to the national languages and the regional autochthonous languages of Member States. The analysis is set within a framework consisting of contemporary academic work and the classic work by Johann Gottfried von Herder and the German Philosophen. The European Year of Languages 2001 was widely supported by the European Commission; but an important question seemed to be what significance, if any, did maintaining linguistic diversity have for Members of the European Parliament in the years immediately following 2001. This research set out to discover to what extent issues related to linguistic diversity were given expression to in the plenary debates from 2000 to 2003, the years corresponding essentially to the fifth parliamentary term. Was only lip service paid to linguistic diversity in the years 2000 – 2003? Or did the European Year of Languages focus the attention of parliamentarians from all political groups in an ongoing way on issues of language use and preservation in the European Union, especially since the Union was to be significantly enlarged by the addition of ten Member States on January 1, 2004? Did the MEPs recognise that there were social and economic benefits accruing from pursuing policies of linguistic diversity? How important was linguistic diversity to the essence of the European Union in the eyes of its Members of Parliament? To what extent did MEPs espouse the use of just one language as a preferred method of communication in and around the Parliament? How much respect was there for the regional and minority indigenous languages of the European Union? Did MEPs regard linguistic diversity as an important consideration in determining the suitability of other countries seeking accession? The research reviews the response from the Commission in subsequent years to the views articulated by the MEPs. Finally, are there lessons in any of this for New Zealand?

Cooperative tutoring in a writing center setting consists of two tutors who work collaboratively with one student. It is a variation of one method of training new tutors, where the novice tutor observes the expert tutor during a tutoring session and eventually participates with the expert tutor. This study focused on the interactions between the tutors. Through cooperative tutoring, tutors learn new or different tutoring approaches from each other, which in turn serves as ongoing professional development. I explain the methodology used in the study, and I analyze the data. From the data analysis, I identify three preliminary categories, which are Equal Partners, New Alliance, and Trainer/Trainee. Equal Partners sessions are characterized by a strong sense of camaraderie between the tutors and a willingness to share both tutoring and academic writing strategies with each other and the student. During an Equal Partners session, tutors acknowledge the other tutor's strategies and incorporate parts of it into their own tutoring style. These sessions are more directive, and the tutors' focus is on teaching specific strategies for academic writing as well as passing on college survival lore. New Alliance sessions occur when both tutors are more actively engaged with the overall topic of the student's paper. Both of the tutors and the student share experiences and ideas on a personal level, working towards understanding how to craft ideas through academic discourse. In this way an alliance is formed with the writing center tutors and the student. During the Trainer/Trainee sessions, the tutors involved attempt to apply cooperative tutoring techniques but were unable to make the shift from the roles they once held as a trainer and a trainee. Finally, I present a summary and interpretation of my findings. I also discuss the limitations of the study and indicate areas for further research.

Microservices is a new and trendy architecture in software development and amongst its features isthe ability to open up for teams to more freely choose the tech stack and programming language thatbest fits their needs. This feature, termed language diversity for the purposes of this study, is describedin literature as a key to optimization and flexibility but is also ripe with concerns of complexity. Inthis study the author seeks to explore what language diversity could mean for the Swedish IT giantSkatteverket, the Swedish Tax Agency, from an organizational standpoint and to understand how itcan align with Skatteverket’s goals. To do so the author has performed a case study consisting of aquestionnaire sent out to tech workers in four different sections, and interviews with two keyindividuals in the organization. The results show that a significant number of respondents(p-value=0.003), consider that language diversity would improve Skatteverket’s attractiveness as anIT employer, the effects of which could be a competitive edge on the job market. It was also shownthat most (p-value<0.001) believed it would lead to at least some problems for the organization.Amongst the respondents, more experienced tech workers showed a tendency (p-value=0.06) tobelieve it would have less of a positive impact on Skatteverket’s image and were more likely tobelieve that the problems it would lead to would be greater. Overall, the study showed that languagediversity could offer other rewards than those proclaimed in literature, and that the modernizationfactor of it could play a big role for Skatteverket.

The language children bring to the classroom (home language) is often different from the language that is expected or accepted in schools. These language differences are often met with a variety of reactions from teachers. The purpose of this research is threefold: (a) to apply a narrative inquiry design to explore how teachers respond to the language that children bring (home language) to the early childhood classroom and the effects this response has on their work with children; (b) to engage in research efforts that will explore how differences in language may affect or be affected by pedagogy, curriculum development, and teachers' expectations; (c) to understand how teachers feel about their preparation and capacity to address the issue of language diversity. The 4 participants in this study are either current or former teachers of children between the ages of 4 to 8 years. Through the use of narrative inquiry, I have acquired stories from each of the 4 participants. The stories provide insight into these teachers' perceptions of children's language in the classroom. The stories also open discussions on language diversity and the role it plays in early childhood education classrooms as well as how prepared teachers are to deal with language differences. With this study I hope to contribute to the research that focuses on language and language diversity in early childhood education. I would also hope to prompt further research on issues such as teachers' approaches to children's language differences within the classroom, the affects of different approaches to language diversity on pedagogy and curriculum, and finally on culturally sensitive pedagogy.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study refers to the use of two languages in education at a satellite campus of the University of Namibia situated in the far north of the country in the town of Ongwediva. The dominant community language in this region is Oshiwambo. The official language of the country, and of the particular university campus, is English. As the majority of students come from this region, the dominant first language on this campus among staff and students is Oshiwambo. This research gives a description of multilingualism prevalent among individuals and in the community on this particular campus; it also explains some of the characterising features of a plurilingual community of practice in this higher education (HE) institution. This thesis gives a description of communicative practices in a multilingual classroom at the particular HE institution in this rural town. It aims to document how practices of code-switching between Oshiwambo and English are used in facilitating (or hindering) learning as this becomes manifest in classroom discourse. Also, it aims to explain the kind of mobility that is enabled and sometimes also enforced by linguistic diversity within a community such as the one investigated here on the Hifikepunye Pohamba campus in Ongwediva. Findings of this study provide evidence that most lecturers and students, even many of foreign origin, alternate between two languages, namely between Oshiwambo and English. Although the practice of code switching is neither unusual nor discouraged, the data indicates that is occurs much less in formal classroom discourse than in informal discourse and in smaller group discussions. Observed and recorded presentations by the lecturer are done in English and responses by students in the lecture are given largely in English. Code switching from English to Oshiwambo happens when students need to articulate themselves more precisely than their English proficiency allows. Such code switching also serves other purposes such as including and excluding other conversants, mediating new knowledge, changing tone, etc. L1 speakers of languages other than Oshiwambo do at times experience social isolation, and exclusion in collaborative learning. Nevertheless, many informally acquire proficiency in Oshiwambo and so are accommodated into the educational discourse. The mobility of the local Namibian population as well as that of people from neighbouring countries, enhances the multilingualism which has to be accommodated in lectures and in out-of-classroom interaction. In spite of multilingual repertoires, the participants in the study all ascribe to a model of “double monolingualism” in that they regard their linguistic repertoires not as intersecting language systems, but as separate systems with distinct functions in different contexts. Their linguistic practices, however, display much more unconscious integration of the variety of languages they know. The study finds that it is vital for educators to take cognisance of these findings in order to make better use of the linguistic resources of the communities represented among lecturers and students. / AFRIKAANSE OPSOMMING: Hierdie studie gee aandag aan die gebruik van twee tale in onderrig by ʼn satellietkampus van die Universiteit van Namibië, wat in die verre noorde van die land geleë is, in die dorp Ongwediva. Die dominante streektaal wat hierdie gemeenskap gebruik, is Oshiwambo. Die amptelike taal van die land, en van die betrokke universiteitskampus, is Engels. Aangesien die meerderheid van die studente uit die streek kom, is die mees gebruikte eerstetaal onder personeel en studente op hierdie kampus, Oshiwambo. Hierdie tesis beskryf die veeltaligheid wat aangetref word onder individue en binne die gemeenskap van hierdie hoër onderwys inrigting; dit gee ook ʼn uiteensetting van enkele karakteriserende eienskappe van ʼn meertalige gemeenskap wat gekonstitueer word op grond van gemeenskaplike praktyke aan hierdie hoër onderwys inrigting. Die tesis gee ʼn beskrywing van kommunikatiewe gebruike in ʼn veeltalige klaskamer by die betrokke inrigting vir hoër onderwys in die plattelandse dorp. Dit beoog die dokumentering van kodewisselingspraktyke tussen Oshiwambo en Engels soos dit in klaskamerdiskoerse voorkom in die fasilitering (of belemmering) van leer. Dit beoog verder om die soort mobiliteit te verduidelik wat moontlik gemaak word, en soms ook afgedwing word deur veeltaligheid binne ʼn gemeenskap soos die een wat hier aan die Hifikepunye Pohamba kampus in Ongwediva ondersoek word. Die bevindinge van die ondersoek wys daarop dat die meeste dosente en studente, selfs baie wat van vreemde herkoms is, afwisselend twee tale, nl. Oshiwambo en Engels, gebruik. Alhoewel die praktyk van kodewisseling nie ongewoon is nie, en ook nie ontmoedig word nie, toon die data dat dit minder dikwels in die formele klaskamerdiskoers voorkom as in informele diskoerse en in kleiner groepbesprekings. Klasaanbiedinge van die dosent wat waargeneem en opgeneem is, sowel as terugvoer van die studente in die lesing is grootliks in Engels gedoen. Kodewisseling van Engels na Oshiwambo vind plaas as studente voel dat hulle iets meer presies wil verwoord as wat hulle Engels-taalvaardigheid toelaat. Sodanige kodewisseling het ook ander funksies, soos die insluiting of uitsluiting van ander gespreksgenote, die bemiddeling van nuwe kennis, ʼn verandering in toon, en dergelike. Eerstetaalsprekers van ander tale as Oshiwambo ervaar wel van tyd tot tyd dat hulle geïsoleer word, en dat hulle by gesamentlike leer-praktyke uitgesluit word. Nogtans verwerf baie van die nie-Oshiwambosprekendes informeel kennis van Oshiwambo sodat hulle dan wel in die opvoedkundige diskoers geakkommodeer word. Die mobiliteit van die plaaslike Namibiese bevolking sowel as dié van mense uit buurlande, lei tot groter voorkoms van veeltaligheid wat in lesings en in die buite-klaskamer interaksie geakkommodeer moet word. Ten spyte van talige repertoires wat meer tale as net twee insluit, werk die deelnemers aan hierdie studie deurgaans met ʼn model waarna verwys word as “dubbele eentaligheid” (“double monolingualism”), wat inhou dat hulle hul kennis van verskeie tale nie verstaan as oorvleuelende, gemeenskaplik funksionerende stelsels nie, maar as aparte stelsels met verskillende funksies in verskillende kontekste. Hulle talige gebruike vertoon egter heelwat meer onbewuste integrasie van die verskeidenheid tale wat hulle ken. Die studie vind dit noodsaaklik dat opvoedkundiges kennis neem van hierdie bevindinge ten einde beter gebruik te maak van die taalbronne van die onderskeie gemeenskappe wat deur die dosente en studente verteenwoordig word.

This dissertation examined the relationship between language diversity and the implementation of on-the-job training programs. Using India as the empirical context, I conducted a multi-case study research, which involved semi-structured interviews and direct observations in the headquarters of two Indian multinational enterprises. Drawing from social identity theory, I first examined the factors that influence the emergence and transformation of two types of language -based clusters, coping clusters and clusters of convenience. The two types of clusters display distinct mechanisms related to arousal, ingroup favoritism and outgroup bias, which questions one of the key assumptions of social identity theory related to the role of affect. Additionally, I found that language diversity can create cognitive discomfort for training recipients, and emotional anxiety for both training facilitators and recipients. However, training recipients, training facilitators, and the executive management, (i.e., the firm) can utilize certain language accommodation approaches that can reduce the emotional and cognitive discomfort experienced by employees. Using communication accommodation theory, I discuss that the influence of each language accommodation approach depends on its source and time of implementation. As well, language -based clusters can facilitate the exchange of interpersonal information during on-the-job training programs. The emergent findings also suggest that linguistic identity seldom operates in isolation. It often intersects with other dimensions of social identity, specifically, the status differentials attached to gender, education and regional dialects. The findings have implications for research on language diversity and language management in international business, social identity theory and communication accommodation theory. / Graduate / 2022-08-22

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