Towards Personalized Multilingual Information Access - Exploring the Browsing and Search Behavior of Multilingual Users

Practical issues in multi-lingual research

The aim of this study is to examine the key factors that determine language choice in multilingual organisational settings. The focus is on the participants' reasons for language choice to find out how much they are influenced by situational, motivational and sociostructural factors in their language choices. A combined sociolinguistic and social psychological framework is adopted for explaining the language choice phenomenon. The Communication Accommodation Theory is used as the basis, but with a greater emphasis on the impact of situational factors on language choice.The study was conducted in Sarawak, a Malaysian state where the official use of English is maintained for a longer duration than the rest of Malaysia, and where there is great ethnolinguistic diversity. The field study was carried out in two organisations, chosen for their multilingual work environments. A total of 96 participants were interviewed for their reasons of language choice. The language use questionnaire was completed by 158 participants who reported their language choice patterns in the organisation, and their attitudes towards the use of English and Bahasa Malaysia.The results show the existence of strong norms governing language choice, as indicated by the consistency in the language choice patterns, and their shared expectations as to what constitute appropriate and inappropriate language choice behaviour. The interview results further indicate that situational norms gain primacy in formal situations, and the language choice favours the use of either English or Bahasa Malaysia. On the other hand, in informal interactions, there is evidence of sociocultural norms prescribing language choices for communicative efficiency and positive intergroup relations. To achieve these outcomes, the strategies extensively used are convergence and interpretability.For the interpretability strategy, the social categorical membership cues most commonly used to infer the interlocutors' language proficiency are ethnicity and hierarchical status, suggesting that these are more salient social identities for the participants. Interactions across hierarchical status boundaries are characterised by the use of the complementary language choices for maintaining the status quo, because communication in East Asian countries influenced by Confucianism are often marked by status relationships (Yum, 1988). The participants' tendency to switch from official languages to dialects for the purpose of establishing rapport with clients reflects an overlap of personal and public relationships, another characteristic of East Asian communication. In this respect, these findings extend the explanatory power of the Communication Accommodation Theory framework to cultural settings different from the ones on which the original model was based.The influence of sociostructural factors is most clearly seen in language choice for interethnic communication. The participants are more inclined to choose English over Bahasa Malaysia, although they report having positive attitudes towards the use of both languages. In fact, when proficiency in Sarawak Malay is not a limitation, the participants favour the use of Sarawak Malay over Bahasa Malaysia. These results indicate that the participants' language choices are clearly not in tandem with the aims of language planning, which seek to make Bahasa Malaysia, not only the official language but also the common language for the ethnically diverse population. Implications of the findings of this study on language planning are discussed.

Many users of search systems are multilingual, that is, they are proficient in two or more languages. In order to better understand and support the language preferences and behaviors of such multilingual users, this paper presents a series of five large‐scale studies that specifically elicit language choices regarding search queries and result lists. Overall, the results from the studies indicate that users frequently make use of different languages (i.e., not just their primary language), especially when they are provided with choices (e.g., when provided with a secondary language query or result list choice). In particular, when presented with a mixed‐language list choice, participants choose this option to an almost equal extent compared to primary‐language‐only lists. Important factors leading to language choices are user‐, task‐ and system‐related, including proficiency, task topic, and result layout. Moreover, participants' subjective reasons for making particular choices indicate that their primary language is considered more comfortable, that the secondary language often has more relevant and trustworthy results, and that mixed‐language lists provide a better overview. These results provide crucial insights into multilingual user preferences and behaviors, and may help in the design of systems that can better support the querying and result exploration of multilingual users.

Learning and using multiple languages: Experiences of adults with ADHD

In Babel's Shadow: Multilingual literatures, Monolingual States

This article draws attention to language choice and language use of Austrian bi- and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative situation by taking multiple contextual factors into consideration, meaning language users choose to use, or not to use, a language based on the socio-contextual information at hand. We consider these contextual factors to be most relevant as they provide the basis on which speakers can actually make use of a certain language within a given context. By drawing on examples of empirical data obtained through a language background survey, we examine some of the complex and dynamic interactions of contextual parameters influencing language choice and language use in the formal educational setting of classroom instruction. Based on the results of this study, we display a selection of the dynamic and complex interactions of pupils’ language use in one specific context as well as their language preferences and how these relate to social inclusion.

Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

This article examines teachers’ views (N = 2,864) on school multilingualism. The results have been analyzed using statistical methods and the conceptual frameworks of Spolsky’s language policy and Ruíz’s language orientations. The respondents were divided into three groups: positive (18%), deliberating (34%) and cautious (48%). The teachers’ language orientations were analyzed using three sum variables: teacher’s use of multiple languages, student’s use of multiple languages, and schools’ language attitudes. Classroom teachers were more positive about multilingualism than subject teachers and there were more teachers with cautious attitudes in schools where the number of foreign-language pupils was less than 5%. Additionally, the attitudes to multilingualism were more permissive in Swedish-speaking than in Finnish-speaking schools. Overall, the analysis of teachers’ views suggested that language policies vary. Finally, the individual respondents’ views did not fully correspond to any of Ruíz’s formulated language orientations.

Bilingualism and Multilingualism

PurposeEthnic minorities (EMs), who make up a sizable proportion of multilingual users, are more likely to browse and search in their native language. It is helpful to identify multilingual users' information needs to provide public digital cultural services (PDCS) for making their life better.Design/methodology/approachThe in-context interview is an efficient way to explore EMs' information needs and evoke their daily experience with PDCS. The material from 31 one-on-one interviews with EMs in China was recorded and analyzed using thematic analysis.FindingsThe findings reveal that language proficiency is a critical factor influencing multilingual information access (MLIA) and multilingual users' information needs. Moreover, language ability, digital literacy and cultural literacy are important components of multilingual information literacy (MLIL), which is helpful for EMs to access PDCS. In light of Kochen's theory, the information needs of PDCS can be classified into the aroused need of resources, the recognized need of functions and services and expressed need. For the expressed need, it is necessary to develop a one-stop convergence platform of PDCS to process various requests of resources, functions and services in the future.Originality/valueThe findings will be valuable for governments, public institutions and social organizations in identifying, addressing and resolving these issues about PDCS.

This paper traces the choices made in language and literacy education in Fiji from pre‐contact socialization into the genesis of formal education under the auspices of British missionaries to colonial administration and through to republican policy and practice. Present day language choices are discussed in terms of the hierarchical layering of languages formed through Fiji's social history, language demography, and socio‐economic demands on language proficiencies. Projections for twenty‐first century language and literacy proficiencies as well as recommendations in support of more ecological educational and media practices are made in conclusion.

This study explores the digital language practices of Hungarian university students in Romania, focusing specifically on their use of the mother tongue in digital environments and the factors influencing its occurrence. These students draw on a multilingual repertoire that includes their mother tongue, the official state language (Romanian), and English. They use Hungarian as a primary means of expressing cultural identity, rely on Romanian for local social integration, and view English as essential for participation in global social, educational, and economic domains. The findings reveal that the Hungarian students’ digital activities align with typical patterns observed in their age group, including social media engagement, online communication, and information seeking for academic or personal purposes. Hungarian youth in Romania operate as multilingual users in digital spaces, yet they demonstrate a clear preference for their mother tongue. Their language choices in digital contexts depend heavily on topic, audience, and platform. On platforms such as Facebook, Hungarian dominates, reflecting local identity and close social ties, whereas English is more commonly used on platforms like Instagram and YouTube, where entertainment and self-promotion are central. Students tend to use Hungarian to maintain personal relationships, English for entertainment and self-development, and Romanian primarily for navigating local services. The study confirms that digital environments offer an enabling context for the expression of multilingualism and the continued use of minority languages, as these spaces impose fewer linguistic restrictions than offline communication. However, high levels of English proficiency correlate with a reduced tendency to engage exclusively in digital activities using the mother tongue.

Linguistic landscape becomes a symbol of the presence of language in public spaces, depicting the representation of written language seen in public areas such as roads, tourist attractions, buildings, and food business complexes. The choice of language and function is necessary in response to the linguistic landscape of an area with a strong culinary business reputation for young people. This article aims to explain the choice and function of language as the primary source of reasons for language use in the linguistic landscape of the food business (LL). Data collection techniques used are (1) Observation, (2) in-depth observations, and (3) drawing conclusions against the examination of previous articles published in publications related to investigations in this particular study. Data dominated by bottom-up signage, such as shop names, advertisements, and signs of street food stalls, were collected from signboards in areas where many young people gather to shop, stroll, look, and eat. The results of this study show that bilingual Indonesian-English dominate language contestation in the area. In addition, slang is also found in commercial areas. This research reveals a variety of languages in the culinary business that is dominated by young people. It reports that English is most widely used in signs compared to Indonesian, Javanese, or the mother tongue of the local people. AbstrakLanskap linguistik menjadi simbol kehadiran bahasa di ruang publik yang menggambarkan representasi bahasa tertulis yang terlihat di area umum, seperti jalan, tempat wisata, bangunan, dan kompleks bisnis makanan. Pilihan dan fungsi bahasa diperlukan sebagai tanggapan terhadap lanskap linguistik suatu daerah dengan reputasi bisnis kuliner yang kuat. Artikel ini bertujuan menjelaskan pilihan dan fungsi bahasa sebagai sumber utama penggunaan bahasa dalam lanskap linguistik bisnis makanan (LL). Teknik pengumpulan data yang digunakan ialah (1) observasi, (2) pengamatan mendalam, dan (3) penarikan kesimpulan terhadap pemeriksaan artikel sebelumnya yang diterbitkan dalam publikasi yang berkaitan dengan investigasi dalam studi khusus ini. Data yang didominasi oleh papan nama bottom-up, seperti nama toko, iklan, dan tanda warung makan jalanan, dikumpulkan dari papan nama di daerah-daerah tempat banyak anak muda berkumpul untuk berbelanja, berjalan-jalan, melihat-lihat, dan makan. Hasil penelitian ini menunjukkan bahwa bilingual bahasa Indonesia-Inggris mendominasi kontestasi bahasa di daerah tersebut. Selain itu, bahasa gaul juga ditemukan di area komersial. Penelitian ini mengungkapkan ragam bahasa dalam bisnis kuliner yang didominasi oleh anak muda. Bahasa Inggris paling banyak digunakan dibandingkan dengan bahasa Indonesia, Jawa, atau bahasa ibu masyarakat setempat.

This paper examines the language socialisation experiences of children in the extensive multilingual and culturally hybrid ‘compound houses’ located in three suburbs of Accra. It seeks to unravel the infl uence socialising agents’ practices and attitudes have on children’s language choices and usage patterns. Blending the practice view of Community of Practice with the Ethnography of Communication model, it analyses the children’s language socialisation practices within the various communities, focusing on how the socialising agents’ practices shape children’s language choice, use and practices. Using semi-structured interviews and participant observation, data were gathered on language choice, use and attitudes from fi fty purposively selected participants who reside in six compound houses. The data reveal that the children’s experiences at home are overshadowed by the language(s) used in the macro- environment. As a result, individual bilingualism does not necessarily show the presence of the parents’ ethnic language. The findings further show that socialising agents’ perceptions and attitudes motivate language shift and reinforcement among children.

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.