Developing Multilingual Capacity: A Challenge for the Multinational Enterprise

2015 ◽  
Vol 44 (3) ◽  
pp. 854-869 ◽  
Author(s):  
Denice E. Welch ◽  
Lawrence S. Welch
Keyword(s):  
Foreign Language ◽  
Multinational Enterprise ◽  
Theoretical Explanation ◽  
Global Network ◽  
Organizational Level ◽  
Language Resources ◽  
Timely Manner ◽  
Network Language ◽  
Human And Social Capital ◽  
Language Capital

In this article, we examine how the multinational enterprise (MNE) develops the ability to function as a multilingual entity in order to facilitate communication, knowledge transfer, and absorptive capacity. While we acknowledge the role played by the adoption of a common corporate language, we argue that this response alone is insufficient to cope with the diverse foreign language demands that accompany global expansion. MNEs need what we conceptualize as language operative capacity (LOC): language resources that have been assembled and deployed in a context-relevant and timely manner throughout the MNE’s global network. Language resources are mainly derived from human and social capital, and their interaction, to form what is termed language capital. Managerial motivation and a preparedness to act are necessary to ensure that language capital is converted into LOC. Our theoretical explanation of LOC derivation is multilevel, incorporating two interacting processes: individuals develop, maintain, and contribute their own foreign language resources, but the MNE also plays a key role. It can influence individual behavior and, at the organizational level, provide its own language resources through the provision of computerized translation software and the like. The interaction between these two processes is seen to be critical in the formation and use of LOC. This multilevel explanation contributes to the growing body of literature that considers how human capital resources in general can be converted for productive purposes.

The Research on English Autonomous Learning Monitoring Theory and Application in the Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 6079-6082
Author(s):  
Xiao Hua Chen
Keyword(s):  
Autonomous Learning ◽  
Global Network ◽  
English Learning ◽  
Late 20Th Century ◽  
Widespread Application ◽  
Network Culture ◽  
International Language ◽  
Training Institutions ◽  
Network Language ◽  
Learning Interest

Starting from the late 20th century, with the development of computer technology and the widespread application of the Internet, human has stepped into the age marked by digital and global network of the information. Network has been used widely, becoming increasingly prevalent in network communication, network language and network culture emerged, while the network English learning arises at the historic moment.The use of English as an international language, it has become an unprecedented prosperity. However, restricted to school classroom English learning or training institutions has been unable to meet people's needs, English autonomous learning outside the classroom eagerly on the agenda. Network creates the English autonomous learning is the most important virtual places, it focus on a large number of rich resources, which can stimulate the learning interest, and suitable for collaborative learning, and to larger extent realize the personalized learning, effectively promote English autonomous learning.

scholarly journals Exploring content selection strategies for Multilingual Multi-Document Summarization based on the Universal Network Language (UNL)

2017 ◽  
Vol 26 (1) ◽  
pp. 45 ◽  
Author(s):  
Matheus Rigobelo Chaud ◽  
Ariani Di Felippo
Keyword(s):  
Foreign Language ◽  
Brazilian Portuguese ◽  
Statistical Measure ◽  
Document Summarization ◽  
Content Selection ◽  
Selection Strategies ◽  
Multilingual Corpus ◽  
Universal Network ◽  
Network Language

Multilingual Multi-Document Summarization aims at ranking the sentences of a cluster with (at least) 2 news texts (1 in the user’s language and 1 in a foreign language), and select the top-ranked sentences for a summary in the user’s language. We explored three concept-based statistics and one superficial strategy for sentence ranking. We used a bilingual corpus (Brazilian Portuguese-English) encoded in UNL (Universal Network Language) with source and summary sentences aligned based on content overlap. Our experiment shows that “concept frequency normalized by the number of concepts in the sentence” is the measure that best ranks the sentences selected by humans. However, it does not outperform the superficial strategy based on the position of the sentences in the texts. This indicates that the most frequent concepts are not always contained in first sentences, usually selected by humans to build the summaries because they convey the main information of the collection.Keywords: content selection; concept; statistical measure; multilingual corpus; multi-document summarization.

Informal language planning for elementary school language development

1992 ◽  
Vol 9 ◽  
pp. 6-18
Author(s):  
Carol J. Rodriquez
Keyword(s):  
Public Education ◽  
School Districts ◽  
Foreign Language ◽  
Language Planning ◽  
Independent Research ◽  
Timely Manner ◽  
Language Programs ◽  
Public Meetings ◽  
Individual School

Language planning is an activity that takes place in formal/national situations, but it also occurs in a variety of unintended ways and on smaller scales (e.g. Russo and Baldauf 1986). This paper documents the informal language planning which has occurred as part of the process of developing and implementing Arizona’s Elementary Foreign Language Mandate. It is a case study which demonstrates the problems and effects of informal language planning in public education systems such as Arizona’s. The study focuses on the initial specifications of the mandate and the efforts of individual school districts to comply in a timely manner. The difficulties encountered by one school district as it considers ways to implement the mandate are examined in detail. The data for this study was gathered from official documents, personal interviews, videotapes, newspaper articles, public meetings and independent research related to language policy in the state of Arizona. The study suggests that a greater awareness of language planning skills at this level could lead to the development of more effective language programs.

scholarly journals CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT

2021 ◽  
pp. 124-134
Author(s):  
Инна Вячеславовна Шукурова ◽  
Наталья Евгеньевна Чеснокова
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Relevant Information ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Language Resources ◽  
Extraneous Material ◽  
Language Text

Рассматривается вопрос развития критического мышления студентов средствами иностранного языка. Оценивается место и роль дисциплины «Иностранный язык» в развитии универсальных компетенций студентов и в их адаптации к современным требованиям, предъявляемым будущим специалистам. Представлены составляющие умения критического мышления, которые позволяют осмысливать полученную информацию, обобщать и отделять ее от второстепенных фактов, формулировать выводы, оценивать. Средством развития критического мышления студентов выбран учебный иноязычный текст, который рассматривается не только как источник информации, но и как средство активизации мыслительной деятельности. Отмечается недостаток методик, способствующих развитию критического мышления. Описывается возможность использования таксономии педагогических целей Б. Блума в работе с учебным текстом. Таксономия позволяет правильно ставить образовательные цели, формулировать мотивирующие задания и отслеживать прогресс в развитии умений. Приведен пример работы с учебным текстом по принципу таксономии, который дает возможность корректировать учебную деятельность студентов, направленную на развитие их критического мышления. The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.

Formation of student’s hypertext competence using hypertext technologies

2020 ◽  
Vol 18 (1) ◽  
pp. 39-54
Author(s):  
Helena V Bourina ◽  
Larisa A Dunaeva
Keyword(s):  
Foreign Language ◽  
Language And Culture ◽  
Network Information ◽  
Common Features ◽  
Language System ◽  
Information And Communication ◽  
Micro Level ◽  
The Difference ◽  
Combination Of Methods ◽  
Network Language

The formation of hypertext competence emerges from a combination of methods, tools and technologies that provide communication between hypertext network devices with the aim of transmitting information. The information transmitted may be diverse depending on its type and content and is intended to be used collectively through network information and communication resources, where the network language and culture differ from traditional speech practices. The difference here lies at the macro level, i.e. at the level of texts, and at the micro level, the level of lexeme transformation, at the level of meaning and form, different from the norms existing in the language system of the community. Moreover, the level of fact acquisition and, as a result, memorization increase when the information is structured, taking into account common features, which are relevant for students. Objectivity, integrity and network identity pay an important role there. The formation of hypertext competence is carried out in the course of environment-oriented training, which means that a foreign language is acquired in natural situational conditions.

scholarly journals Institutional logics and practice variations in sustainability reporting: evidence from an emerging field

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zeeshan Mahmood ◽  
Shahzad Uddin
Keyword(s):  
Sustainability Reporting ◽  
Institutional Logics ◽  
Practice Variation ◽  
Theoretical Explanation ◽  
Organizational Level ◽  
Structured Interviews ◽  
Content Type ◽  
Social Actors ◽  
Reporting Practices ◽  
Practice Variations

PurposeThis paper aims to deepen the understanding of logics and practice variation in sustainability reporting in an emerging field.Design/methodology/approachThis paper adopts the institutional logics perspective and its conceptualization of society as an inter-institutional system as a theoretical lens to understand reasons for the presence of and variation in sustainability reporting. The empirical findings are based on analysis of 28 semi-structured interviews with significant social actors, and extensive documentary evidence focusing on eight companies pioneering sustainability reporting in Pakistan.FindingsThis paper confirms the presence of multiple co-existing logics in sustainability practices and lack of a dominant logic. Sustainability reporting practices are underpinned by a combination of market and corporate (business logics), state (regulatory logics), professional (transparency logics) and community (responsibility logics) institutional orders. It is argued that institutional heterogeneity (variations in logics) drives the diversity of motivations for and variations in sustainability reporting practices.Research limitations/implicationsThe paper offers a deeper theoretical explanation of how various logics dominate sustainability reporting in a field where the institutionalization of practice is in its infancy.Practical implicationsUnderstanding the conditions that influence the logics of corporate decision-makers will provide new insights into what motivates firms to engage in sustainability reporting. A broader understanding of sustainability reporting in emerging fields will foster its intended use to increase transparency, accountability and sustainability performance.Originality/valueThis paper contributes to relatively scarce but growing empirical research on emerging fields. Its major contribution lies in its focus on how multiple and conflicting institutional logics are instantiated at the organizational level, leading to wide practice variations, especially in an emerging field. In doing so, it advances the institutional logics debate on practice variations within the accounting literature.

Foreign Language Competences of Educators and Areas of Their Application

2019 ◽  
Vol 9 (1) ◽  
pp. 7-19
Author(s):  
Roman Adamczyk
Keyword(s):  
Foreign Language ◽  
Soft Skills ◽  
Language Teaching ◽  
Language Teachers ◽  
Professional Activity ◽  
Language Resources ◽  
Language Competence ◽  
Social Settings ◽  
Internet Platform ◽  
Professional Contexts

The present article provides an overview of key areas of educators’ language skills with an emphasis on foreign-language competence. Foreign language competences of educators at all levels of schooling constitute an integral part of the contemporary pedagogical activity, being historically embedded in both Czech and foreign linguistic and language teaching cultures. The latter competences form a subset of general and ´soft´ skills in the area of communication and apowerful tool of knowledge acquisition, enabling access to foreign language resources in libraries, databases and the whole of the internet platform, as well as communication in interactive social settings of conferences and other professional contexts. The article primarily focuses on foreign language competences of non-language teachers as a part of their professional erudition and on the areas of application of both productive and receptive skills, including speaking, writing, listening, reading and translation. The convergence of language teaching and content subjects resulted in the emergence of new didactic approaches that further underscore the importance and potential of foreign language competence in the professional activity of teachers.

Content-Based EFL Teaching to Undergraduate Science Students

2020 ◽  
pp. 208-225
Author(s):  
Olga A. Obdalova
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Decisive Role ◽  
Skills Development ◽  
Teaching Model ◽  
Science Students ◽  
Language Resources ◽  
Efl Teaching ◽  
Multi Level ◽  
Undergraduate Science

This chapter explores the contextual and linguistic potential of the content-based approach in language teaching. The first part of the analysis focuses on the theoretical underpinnings of this approach. The analysis of the cognitive-discursive activity of a non-native learner of a foreign language reveals the complex multi-level organization of cognitive-discursive activity. The author anticipates that context plays a decisive role in the processes of perception and understanding of a foreign language message embedded in a context. The second part of this chapter synthesizes research on learning outcomes in content-based EFL teaching of undergraduate science students. It deals with classroom-based research and participants' use of English taking account discourse factors, students' language resources, and didactic potential of the content-based teaching model. The findings demonstrated that the designed theme-based teaching framework proved to be more effective for science undergraduate students' speech skills development and acquisition of topic-related vocabulary.

Exploiting Hawaii's Foreign Language Resources

1965 ◽  
Vol 49 (8) ◽  
pp. 475
Author(s):  
W. Todd Furniss
Keyword(s):  
Foreign Language ◽  
Language Resources

scholarly journals STRUCTURING INTELLECTUAL CAPITAL IN NETWORK ECONOMY

2021 ◽  
Author(s):  
Alla Samoilenko
Keyword(s):  
Social Capital ◽  
Information Technology ◽  
Intellectual Property ◽  
Social Relations ◽  
Intellectual Capital ◽  
Global Network ◽  
Network Economy ◽  
Goods And Services ◽  
Knowledge Competencies ◽  
Human And Social Capital

The article considers the formation and development of intellectual capital, including in the context of its relationship with human and social capital. The concept of intellectual capital is generalized and identified, its structure is defined according to different author's representations. It is determined that at the micro level intellectual capital is formed directly by human capital, structural (organizational) capital and client (consumer) capital. It was found that intellectual capital is assessed according to the methods of international organizations, including individual, collective, corporate (organizational), local and territorial, national, regional, international and global levels. Elements of intellectual capital are identified on the basis of their possible contact with the external environment: intellectual property, management system, infrastructure, social relations, technical and technological subsystem. It is emphasized that the theoretical aspects of intellectual capital from different authorial positions are presented in the global network economy, taking into account the intensification of information technology and innovation. It is revealed that the modern innovation environment creates preconditions for the formation of intellectual capital. Scientific knowledge, competencies of employees, experience, intellectual property, information technology are implemented in intangible products and assets of the network economy. It was found that most researchers understand intellectual capital as a set of intellectual assets, which can include: market assets (intangible assets related to market transactions); intellectual property as an asset (copyright, patents, trademarks of goods and services, know-how, trade secrets); human assets (a set of collective knowledge of employees of the enterprise, their creative abilities, the presence of leadership qualities); infrastructure assets (technologies, methods and processes that make the work of the enterprise possible). The expediency of considering intellectual capital in relation to human and social capital is emphasized, as the importance of social capital is represented by its special form, namely - networks, social norms and trust.

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