Developing Linguistic Diversity Management in Teaching IB: Introduction to this Issue

1. Importance of cross-border linguistic skills

Language is an important aspect of cultural values. Understanding cross-border differences in cultural values is one of the more important skills needed for operating successfully across borders. Linguistic differences are a big part of cross-border cultural differences. Language is often conflated with culture especially as the language spoken heavily influences cognitive world views and behavior (Kramsch, 1998). For example, speakers of gender intensive languages are more likely to assign household and other tasks by gender and, similarly, speakers of languages that differentiate the future from the present are more likely to accept delayed gratification and undertake future oriented tasks such as savings and investing (Whorf, 1956 and Chen 2013). Consequently, when employees of international companies learn a foreign language, they will begin to understand that foreign culture and construct a new identity and a more global mindset. Language learning is part of a complex process of identity construction in a social-cultural context (Miller, 2007; Norton, 2014). Constructing such a hybrid identity has proven beneficial for people involved in transnational and intercultural business communication (Ai & Wang, 2017).

Understanding the importance and implications of linguistic differences is very important for managing international enterprises in business, government, and other organizations. For example, in business firms, ‘language plays a crucial role in service contexts, especially when consumers interact with company representatives’ (Holmqvist & Grönroos, 2012). The relationship between language and communication and its economic consequences has become an area of much interest (Zhang & Grenier, 2013). In this context, language is viewed as a skill and a productivity tool, so that learning one or more languages is seen as an investment in human capital that can bring economic benefits. For example, studies of international trade show, cross-linguistic communication imposes higher costs than communications in a common language so that trade between countries with different languages is much less than trade between countries with a common language (Aggarwal et al, 2012; Egger and Lassmann, 2012). As a study of the effectiveness of Japanese financial reports translated into English shows linguistic differences also make cross-border communications less efficient and less effective (Aggarwal et al, 1991).

The language of communication offers an important channel for examining the impact of culture on individual, group, and organizational success. IB scholars approach language issues in business from many different perspectives but the main focal points include national languages used in multinational corporations, mandated corporate languages, and English as the language of global business. Common corporate languages often seem to reflect the industry context and the national language environment in the headquarters country (Brannen et al., 2014). Studies show that linguistic diversity has an impact on almost all decisions in multinational corporations and other enterprises that operate in regions across different languages. However, our understanding of why we see the large number and complexity of the effects of language on culture and on work in multi-lingual enterprises is less than adequate. One reason for that lack of understanding seems that transcending disciplinary boundaries required for progress in that understanding difficult (Tenzer et al, 2017).

Progress in the teaching of multilingual skills is mixed. A review of nearly 500 English-language management texts (Holden 1987) thirty years ago demonstrated that only very few authors considered language, and those who did not consider its complexity. While modern IB texts and IB scholars have started to pay more attention to the importance of languages in multi-lingual enterprises, the number of US schools requiring the study of a foreign language continues its steady decades-long decline for both students in general but also even for IB students.

Nevertheless, we must continue to teach and develop the skills and abilities for decision making in multi-linguistic environments as it is clear that linguistic abilities and skills are indeed very important in companies that operate across boundaries. The papers in this issue are an attempt to facilitate progress in the teaching of multi-lingual skills.

2. Introduction to this Issue

In the first paper, “Can Arabic proverbs enhance Arabic speaking students’ comprehension of financial concepts? An empirical study in randomly selected Business schools in Dubai”, Mohammed Warsame of the University of Sharjah, UAE, investigate the use of Arabic proverbs and quotes for teaching Finance to non-English speaking Arabic speaking students and found that the use of Arabic proverbs and quotes does enhance the students’ comprehension of the finance topics and enhancing student-instructor rapport, comprehension, learning and retention.

Xuan Tran, Janae Williams, Bridget Mitre, Victoria Walker, and Kala Carter, all from the University of West Florida develop a model of motives and career choice based on learning styles in their paper, “Effects of Learning Styles on Motivation and Career Choice using the Linguistic Inquiry”. They use the relationship between learning and McClelland’s three motives (achievement, affiliation, and power) to develop this model and find that (1) teaching high achievement students should use more challenging techniques such as assignments and projects, (2) teaching high power students should use more control techniques such as discussions and presentations, and (3) teaching high affiliation students should use more socially oriented techniques such as writing tasks.

Given that the growing reconciliation between the United States and Cuba has created an opportunity for U.S. business students to observe and experience first-hand a neighboring economy in market transition, Tony Henthorne of the University of Nevada, Las Vegas and Thomas R . Panko of the University of Southern Mississippi present a plan for a 10-day Cuba study abroad program in the next paper “Cuba: The New Frontier of Study Abroad Programs for U.S. Students.” As Cuba is attempting to balance the tenets of socialism with a quickly growing reliance on capitalism creates a rare learning environment for students. This paper presents the plan for a ten day faculty-led study abroad program to Cuba. The program is divided between the two (arguably) most important destinations in Cuba: the economic and cultural center, Havana, and the tourism powerhouse of Varadero.

Piotr Chelminski of Providence College in his paper, “Grading Innovation in International Marketing Course” proposes an exam-based homework grading method to facilitate both collaboration among students and individual accountability. Results from applying this approach to grading a comparative advantage theory homework assignment, using an objective exam performance measure, shows that students actually increase their comprehension of the often misunderstood theory. This grading method can be applied in a variety of contexts in teaching international business to promote student collaboration in preparation of academic work while providing incentives to encourage individual accountability and engagement.

The International Business course is traditionally designed as an opportunity to integrate functional knowledge obtained from the undergrad core business courses with a focus on how business complexity increases when operating in a global context. However, Ellen Frank of the Southern Connecticut State University contends in her paper “Teaching International Business as an Opportunity to Develop Cultural Sensitivity” that depending on how course activities are focused, the International Business course can also provide the opportunity to develop cultural sensitivity in students. She proposes teaching outline that is designed to further the notions that cultural sensitivity is being aware that cultural differences and similarities between people exist without assigning them a value – positive or negative and encouraging an examination of attitudes and values, and the acquisition of the values, knowledge, skills and attributes that will allow an individual to work appropriately in cross-cultural situations.

Your editors at JTIB hope that you enjoy and find the papers in this issue insightful and useful especially in improving your own teaching skills. Of course, we welcome any and all feedback from you.