Methodology for Developing a Usability Assessment Questionnaire in Spanish as a Bilingual Strategy for Software Improvement

Usability is the characteristic of a software product of being effective and efficient and producing satisfaction for users and traditionally is assessed through questionnaires but most of them are only available in English. A software usability assessment questionnaire (SUAQ) is proposed in two languages: Spanish and English. The methodology comprises four stages: 1) questionnaire development, 2) administration, 3) statistical validation, and 4) sample size determination. Twenty items were evaluated in terms of clarity, consistency, and relevancy. Then, the SUAQ was administered to 95 respondents. Overall, reliability values were acceptable in Spanish and English version, respectively. The factor analysis was feasible since the KMO index, and the Bartlett sphericity test was statistically significant. Both versions of SUAQ were tested to determine their validity. The findings show that the proposed methodology is an effective usability assessment instrument and thus an effective software improvement tool from a bilingual approach.

Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.

Orthographical, Phonological, and Morphological Challenges in Language Processing

The chapter examines the relationship between orthography, phonology, and morphology in Turkish and what this means for Turkish-English bilingual language processing. Turkish offers a unique language medium in pitching theoretical perspectives both in linguistics and psycholinguistics against each other because of its properties. Empirical and theoretical considerations are employed from both domains in order to shed light on some of the current challenges. In line with contemporary thought, this chapter is written with the view that bilingual speakers engage a singular language or lexical system characterized by fluid and dynamic processes. Particular focus will be given to English-Turkish speaking bilinguals in the UK, which includes heritage (HL) and non-heritage language speakers. Evidence from monolingual developmental research as well as neuropsychology will be examined to confirm findings of previous studies in other European contexts, and also to raise attention to various challenges which need to be addressed across all contexts.

Multilingual Education for International Business

Education for future international business (IB) practitioners must be linked to a clear multilingual and multicultural approach. In this chapter, the authors present a case of study of the setup, aspects, and implementations of an IB undergraduate program carried out mostly in a foreign language (English). The program here presented also requires students to acquire a third language, and thus has become the first IB program of its kind in Colombia. The consequences, challenges, and opportunities derived from this multilingual approach to business education are then discussed in this chapter. Through data collected from the study program, it is possible to draw attention to the link between linguistic skills and academic performance, which leads to a short overview of the cognitive correlates to multilingualism and the learning process aspects associated with the use of a foreign language in the classroom. Finally, the authors draft some recommendations for educators and professionals designing IB study programs with a multilingual approach.

Multilingualism in International Business

Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.

Cultural Indoctrination and Open Innovation in Human Creativity

This chapter explores the connection between cultural indoctrination (CI) and open innovation in human creativity and its importance in an era of global hypercompetition. As organizations are confronted with the need to engage with stakeholders from a variety of different cultural backgrounds, the need to understand the ways in which cultural imperatives play into individual and collective performances becomes increasingly important. Based on an integrated literature review, this chapter examines the following eight factors included in CI: child development, cultural institutionalization, cultural intelligence, language structure and acquisition, social learning theory, religion, social capital, and values orientation theory (VOT). It is from these factors that a conceptual framework is developed for future application in theory and practice in open innovation.

English or Englishes?

The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.

Foreign Language Acquisition, Bilingualism, and Biculturalism

Biculturals (i.e., individuals who have experienced and internalized more than one culture) are recognized as a growing demographic, and as such will become important stakeholders in organizations. An emerging stream of research from psychology and organizational studies indicates that bicultural individuals have a particular set of cognitive skills and competencies that can contribute to the performance of international teams. However, research on biculturals in organizations is facing conceptual and methodological limits due to the complex nature of the construct of culture. While the constructs of culture and language are distinct, they are undoubtedly interwoven; hence, the latter may become a tool to analyze the phenomenon of biculturalism. In this chapter, the authors analyze the literature on social identity, foreign language acquisition, and bilingualism to find potential solutions for these critical challenges.

Creative Discourse as a Means of Exploring and Developing Human Creativity

The chapter explores and elucidates the ways in which the cultivation of creative discourse is associated with the formation of the necessary conditions that promote human creativity. The study focuses on revealing the mechanisms behind their attempts of personal expression which incite a multifaceted processing of reality and a redefinition of the relationship between pre-existing and newly acquired knowledge. These mechanisms are studied in order to identify the ways in which creative discourse, under specific conditions, can transform from an innate human capacity into a creative ability.