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Multilingualism would potentially foster understanding, increase contact between host country members and migrants, and ease the acculturation process. Acculturation and language competence are supposedly connected from the perspectives of second-language acquisition and socio-psychological adjustment in cross-cultural contacts. This article looks at the language policy of Spain and its impact on the sociocultural adjustment of international students through their life stories. Examining cultural adjustment experiences of two male Iranian PhD candidates, the current study aims to contribute to a deeper understanding of how language policies can shape sociocultural adaptation in a multicultural society like Spain. Qualitative data gathered through semi-structured interviews were analysed in relation to linguistic traits and social distance factors to reveal the linkages between the candidates’ linguistic competence and their acculturation orientation. Results showed that the two participants faced various challenges in their cultural adjustment process, particularly in terms of language learning. It is suggested, based on the findings of the study, that multilingualism may facilitate intercultural communication and enhance social integration.

This study investigates the factors that shape learners’ beliefs in learning English in sub-Saharan Francophone Africa, particularly the factors that help as well as those that do not help them learn English. The aim is to raise English teachers’ awareness of those beliefs so that they can tailor their teaching practices to reflect their learners’ uniqueness. Therefore, I used learner reflective journals and focus group interviews to collect data from EFL students at university (N = 20; four females and 16 males aged 24 to 42). The findings indicated that (a) teachers’ classroom practices, (b) opportunities to interact with other people to develop or test new knowledge, (c) learners’ personal effort investment, and (d) the Francophone environment were the factors that affected these learners’ beliefs while learning English in Francophone Africa. Among these factors, limited opportunities for interactive speaking activities and Francophone environment did not encourage them to actively engage in English learning.

This study investigates locally produced English Language Teaching (ELT) textbooks for higher secondary education in Bangladesh, focusing on the embedded cultural aspects. The research employs content analysis to quantify cultural representation occurrences, revealing a prevalence of Western cultures in the books, while Asian and African cultures are notably underrepresented. The findings expose a cultural bias that portrays women primarily in domestic roles, perceiving their work as mundane. English women, on the other hand, are depicted more gracefully with freedom and peace, despite engaging in conventional activities. Despite some token gestures, such as showcasing women’s participation in sports, the study underscores the need for gender-equitable textbooks to challenge learners’ conceptual positions and raise awareness of women's rights. The inclusion of international cultures may contribute to a more balanced representation, fostering the development of Bangladeshi learners as global speakers.

The influx of tourists alters language culture, particularly in public signage, reflecting linguistic shifts, especially in Peunayong, a tourist hub in Banda Aceh, Indonesia. This study examines language use and its correlation with shop names and tourism in this area. Data from 81 shop names and 10 shop owners were collected through photographic documentation and a questionnaire. The results on the monolingual shop names reveal that English dominates at 32% of shop names, followed by Indonesian at 21%, and Acehnese at 4%, showing an evolving linguistic landscape amidst globalization. Bilingual (43%) and multilingual (1%) shop names embrace diversity and cultural heritage. Factors shaping these names include linguistic, commercial, and cultural aspects, with foreign influences recognized for their appeal. However, opinions on their prestige vary. Owners strategically choose names to attract customers, match their products, convey luxury, and display the local culture. Therefore, it is necessary to balance English dominance to preserve local identity.

This paper investigates the dynamics of motivation in learning Chinese, prompted by the paradoxical trend of increasing interest in Chinese language study in the United States juxtaposed with low enrollment and retention rates. Incorporating the Complex Dynamic Systems Theory (CDST) (Larsen-Freeman & Cameron, 2008), this research delves into the motivational trajectories of students across various learning phases, considering their learning experiences and contexts within and beyond a Chinese summer program. Data analysis indicates an increased learning motivation during the program, attributed to (1) effective instructional methods, (2) skilled instructors, and (3) a conducive learning environment. A decline in motivation is observed a semester after the program, mainly because of diminished language exposure and limited chances for learning. This study provides insights into the temporal and dynamic dimensions of motivation. Implications for sustaining Chinese learning motivation within and beyond a program are also presented.

International banking and its associated enterprises have experienced significant growth in recent times. As a result of this expansion, bank personnel must possess the ability to communicate appropriately, and effective English for Specific Purposes (ESP) programs need to be implemented accordingly. The present study investigated the language needs of bank employees in the International Banking Division (IBD) of Bank Melli Iran (BMI) using Dudley-Evans and St. John's (1998) needs analysis model. The research adopted a quantitative and descriptive methodology (1) to adequately describe the intended population's situation and (2) to design an ESP course for them. Of 130 bankers (N=130), finance professionals, and bank managers as the whole population, 90 participants accepted to take the proficiency test, and 88 participants returned the questionnaire. Interviews were conducted with 18 selected interviewees to collect in-depth data and triangulate the questionnaire and English proficiency test results. The results indicated that, although the participants' needs in English language skills did not differ significantly, it is imperative to prioritize them in ESP courses to meet bankers' language needs in the bank's international departments. It is also recommended that ESP teachers employ a range of pedagogical and teaching strategies to assist learners in overcoming their barriers to communication.

This article makes the claim that the social justice ideology that has become hegemonic and institutionalised throughout the universities of the Anglosphere is best understood by analysing what I call ‘harmonious discourse markers’. Using discourse analysis, a methodology itself embedded in the social justice ideology, it is shown how the connotative value of language is manipulated to index a false compassion and harmony. The ideological code employs antonymous discourse markers such as ‘safe/dangerous’ and a family of ‘values’ such as ‘diversity, equity and inclusion’ to make the discourse seem unimpeachable. Throughout the discourse, it is the esoteric meanings of the ideological tokens that are prioritised over the exoteric meanings. The objective of the discourse is to polarise and demonise the alternative discourse on grounds of moral standards and discompassion. In doing so, its attempt to invert power structures is seen to be a charitable endeavour even if it directly discriminates against the ethnic majority. All ideologies are involved in the weaponization of language. The social justice ideology and its revolution of empathy is no different, but it is cleverly disguised as the discourse is wrapped in terms of compassion and inclusion.