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No existing review has synthesized key questions about acculturation experiences among international migrant workers. This review aimed to explore (1) What are global migrant workers’ experiences with acculturation and acculturative stress? (2) What are acculturative stress coping strategies used by migrant workers? And (3) how effective are these strategies for migrant workers in assisting their acculturation in the host countries? Peer-reviewed and gray literature, without time limitation, were searched in six databases and included if the study: focused on acculturative stress and coping strategies; was conducted with international migrant workers; was published in English; and was empirical. Eleven studies met the inclusion criteria. Three-layered themes of acculturation process and acculturative stress were identified as: individual layer; work-related layer; and social layer. Three key coping strategies were identified: emotion-focused; problem-focused; and appraisal-focused. These coping strategies were used flexibly to increase coping effectiveness and evidence emerged that a particular type of acculturative stress might be solved more effectively by a specific coping strategy. Migrant workers faced numerous challenges in their acculturative process. Understanding this process and their coping strategies could be used in developing research and interventions to improve the well-being of migrant workers.

This commentary reviews recent research in terms of tourist’s mobilities in terms practices of walking, cycling and driving. It concludes by reflecting on the contemporary lock down of travel in terms of the global pandemic and its consequences for waiting, stillness and immobility – particularly in terms of flying.

In February 2020, Macau became one of the first regions where the pandemic of coronavirus or Covid-19 affected the totality of social and economic life leading to increased anxieties over movement and distance. Although Macau has had very few actual cases of the virus – 46 in total –and no deaths from it, the Macau government rapidly instituted a lock­ down. The aim of this article is to reflect on how the social experience of being in lockdown can provide insights into understanding the type of experience or condition that we provisionally term ‘anxious immobility.’ Such a condition is characterized by a total disruption of everyday rhythms and specifically anxious waiting for the normalization of activity while being the subject of biosocial narratives of quarantine and socially responsible. The paper is based upon 3 months of ethnographic research conducted by two researchers based in Macau. We also reflect upon some aspects of the politics of mobilities in the light of disruptions and friction points between Hong Kong, Macau, mainland China, and the rest of the world.

Comunicar é tornar comum e informar é dar forma à comunicação. Entre um e outro vai frequentemente uma distancia que nem sempre é possível eliminar. O objetivo deste artigo é mostrar que tanto a comunicação como a informação são um espaço ao sentido da vida. Pese embora as contrariedades e obstáculos, a conivência com os poderes, os imperativos de rentabilidade, a pressão do tempo e a aceleração, os media oferecem um espaço ao espaço público, ao sentido dos fatos, à interpelação; um espaço ao sentido da vida.

Abstract Earlier linguistic research suggested that Malacca Creole Portuguese (MCP) had existed without diglossia with Portuguese ever since the Dutch conquest of Portuguese Malacca in 1642, yet it had experienced some contact with Portuguese in the 19th and 20th centuries. The present study adds significantly to this discussion. It considers a range of information from sociohistorical studies and archival sources (including linguistic data) relating to the Dutch (1642–1795, 1818–1823) and early British (1795–1818, 1823–1884) colonial periods. For the Dutch period, it is seen that contact with other Creole Portuguese communities is likely to have persisted for some time. Most significant, however, is the finding that 19th century texts in Portuguese and creole Portuguese, recently identified in archival sources in London and Graz, show that Portuguese continued to be part of the Malacca sociolinguistic setting until the early British period, and that missionary Indo-Portuguese also had a presence at that time. It is concluded that, rather than presenting a narrow lectal range akin to that of the MCP community in the late 20th century, the creole lectal grid in the 19th century was more complex, and included dimensions of a continuum in a diglossic relationship with Portuguese.

A study of Portuguese cultural vestiges assimilated into the local cultures of the island of Flores, in Eastern Indonesia, and maintained today. The vestiges include, principally, street theatre (the Bobo tradition) as well as ritual traditions inherited through the Confraternities established by Dominican missionaries in the 16th century.

Three key concepts will make up the pillars of this paper: second, foreign and heritage languages. Whenever appropriate “additional language” will be used as an umbrella term. A study of the domains of language use will be applied to these three different sociolinguistic contexts. To date, there are not many empirical studies on the domains of language and, more specifically, among young learners in different areal contexts, as it is the case of this study. The target language of this study is Portuguese as an additional language: a second language in Cape Verde, a heritage language in the Portuguese-speaking community of Switzerland, and a de facto foreign language in Macao. The main purpose of this paper is to identify to what extent language policies promote the language use among young learners and their language choice. In order to do so, we will identify the domains of language use of Portuguese by primary school children in these three different contexts, while we have a look into the different layers according to which the policy-making is organized within the three sociolinguistic contexts. A questionnaire considering three selected domains of language use adapted to young learners, namely private, public and educational, was ministered to 591 pupils. The findings that emerge from this study show three different models based on the three fore-mentioned domains of language use: the II-model for a foreign language, the V-model for the heritage language and the X-model for the second language.