Challenges in cross-cultural/multilingual music information seeking

Understanding and meeting the needs of a broad range of music users across different cultures and languages are central in designing a global music digital library. This exploratory study examines cross-cultural/multilingual music information seeking behaviors and reveals some important characteristics of these behaviors by analyzing 107 authentic music information queries from a Korean knowledge search portal Naver (knowledge) iN and 150 queries from Google Answers website. We conclude that new sets of access points must be developed to accommodate music queries that cross cultural or language boundaries

Visual Affect Around the World: A Large-scale Multilingual Visual Sentiment Ontology

Every culture and language is unique. Our work expressly focuses on the uniqueness of culture and language in relation to human affect, specifically sentiment and emotion semantics, and how they manifest in social multimedia. We develop sets of sentiment- and emotion-polarized visual concepts by adapting semantic structures called adjective-noun pairs, originally introduced by Borth et al. (2013), but in a multilingual context. We propose a new language-dependent method for automatic discovery of these adjective-noun constructs. We show how this pipeline can be applied on a social multimedia platform for the creation of a large-scale multilingual visual sentiment concept ontology (MVSO). Unlike the flat structure in Borth et al. (2013), our unified ontology is organized hierarchically by multilingual clusters of visually detectable nouns and subclusters of emotionally biased versions of these nouns. In addition, we present an image-based prediction task to show how generalizable language-specific models are in a multilingual context. A new, publicly available dataset of >15.6K sentiment-biased visual concepts across 12 languages with language-specific detector banks, >7.36M images and their metadata is also released.Comment: 11 pages, to appear at ACM MM'1

Multilingual adaptive search for digital libraries

This paper describes a framework for Adaptive Multilingual Information Retrieval (AMIR) which allows multilingual resource discovery and delivery using on-the-fly machine translation of documents and queries. Result documents are presented to the user in a contextualised manner. Challenges and affordances of both Adaptive and Multilingual IR, with a particular focus on Digital Libraries, are detailed. The framework components are motivated by a series of results from experiments on query logs and documents from The European Library. We conclude that factoring adaptivity and multilinguality aspects into the search process can enhance the user’s experience with online Digital Libraries

Access to recorded interviews: A research agenda

Recorded interviews form a rich basis for scholarly inquiry. Examples include oral histories, community memory projects, and interviews conducted for broadcast media. Emerging technologies offer the potential to radically transform the way in which recorded interviews are made accessible, but this vision will demand substantial investments from a broad range of research communities. This article reviews the present state of practice for making recorded interviews available and the state-of-the-art for key component technologies. A large number of important research issues are identified, and from that set of issues, a coherent research agenda is proposed

Research candidates' multilingual capabilities as potential resources for original contributions to knowledge : creating a common intellectual space in Anglophone universities

The key issue investigated through this research concerns the casting of Multilingual Higher Degree Research candidates (MHDRs) as deficient English learners in monolingualismdominant doctoral education in Australian Higher Education Institutions (HEIs). This research presents a ‘postmonolingual condition’ (Yildiz, 2012) where doctoral MHDRs’ ‘translanguaging’ (Garcia & Li, 2014) practices during their educational research must grapple with monolingual governance. Considering this incongruity, supervision pedagogies and policy implications are provided to refashion a more inclusive and democratic intellectual space where multilingualism is valued and legitimised. The research reported in this thesis adopted a case study method (Yin, 2009). The case under this study is a ‘postmonolingual condition’ in doctoral education at Anglophone universities (Yildiz, 2012). This case study juxtaposes 42 Australian HEIs’ doctoral education policies and practices of a postmonolingual doctoral education cohort in School of Education, Western Sydney University. Through collecting and analysing doctoral education policy documents from 42 Australian HEIs, observations of MHDR’s language use, interviews with three cohorts of participants (MHDRs, educators and administrators) and self-reflective diaries, this research project specifically addressed this research question: how could Anglophone universities engage with HDRs’ multilingual capabilities and practices in order to open up a common intellectual space to promote original contributions to knowledge? The significance of this research is its exploration of the possibilities for creating space in multilingual doctoral education to test and verify pedagogical and policy alternatives that are more likely to recognise and deepen MHDRs’ multilingual capabilities. The purpose is to further challenge English monolingualism in academia and a Eurocentric knowledge production system. The originality of this research lies in its juxtaposition of institutionalised ‘monolingual habitus’ (Gogolin, 1994; 2009; 2013) and MHDRs’ activation of their multilingual capabilities to conduct research and make original contributions to knowledge. By joining the scholarly debates around ‘multilingual turn’ (May, 2014), this research pushes the linguistic and epistemological boundaries that have been determined by imagining multilinguals as accumulations of monolinguals and a monolingual perspective on knowledge production in doctoral education in the Anglophone context. In effect, this study shifts away from a monolingual view of doctoral education toward more inclusive pedagogies that are underpinned by a holistic, fluid and dynamic understanding of the rich cultural, linguistic and intellectual resources that MHDRs bring to their educational research and research education

Choral Music Educator Pedagogies for Multilingual Learner Inclusion: A Critical Multiple Case Study

Multilingual learners are the fastest growing student population in US public schools. The purpose of this critical multiple case study was to discover three music teachers’ and one Multilingual Learner resource teacher’s perspectives on the strengths and areas of growth in pedagogies for teaching Multilingual Learners in choral music ensembles. Common areas of strength included: student-centered learning, culturally responsive teaching, and positive classroom environment. Common areas of growth were: multilingual teaching strategies, knowledge of diverse repertoire, community and culture, and multilingual learner empowerment