The present study investigates the link between immigration, multilingualism, acculturation and personality profiles (as measured by the Multicultural Personality Questionnaire) of 193 residents in Israel. Participants born in Israel tended to score higher on Emotional Stability than those born abroad. Participants with one immigrant parent (but not two) scored higher on Cultural Empathy, Open-mindedness and Social Initiative. Participants who had become dominant in Hebrew as a foreign language scored lower on Emotional Stability than Hebrew L1-dominant participants. The number of languages known by participants was not linked to their personality profile. A high level of use of various languages was linked to significantly higher scores on Cultural Empathy and Open-mindedness. Gender and age were also linked to personality profiles. Advanced knowledge of more languages and frequent use of more languages were linked to higher levels of Social Initiative and Open-mindedness, while advanced knowledge of more languages was also linked to higher levels of Cultural Empathy. These findings confirm that some personality traits are shaped by individuals' linguistic history, degree of multilingualism and a combination of social and biographical factors.

Given the relatively high degree of academic freedom granted to institutions in Israel in conjunction with the lack of governmental policy on internationalization, directors of higher education institutions comprise key agents in the institutional internationalization process that is taking place in Israeli higher education. In this study, we took a qualitative approach to explore the views and attitudes of seven college directors in Israel. We show that motivation for internationalization is a multifaceted phenomenon influenced by the college directors' personal characteristics as well as by the colleges' contextual factors. Moreover, it seems that second-tier colleges use internationalization to promote themselves towards the status of first-tier research universities. The study provides a first insight into the perceptions and motivations of Israeli educational institutions' leaders regarding the development of institutional-level internationalization strategies.

This article reports on a study of the code-switches produced by two children who acquired their three languages in early childhood. We compared formal and functional aspects of their switches recorded at two different stages of their development. Of particular interest was the consideration of sociolinguistic variables that have intervened in the children's environment. We undertook a quantitative and qualitative analysis of the children's code-switches to ascertain the frequency of switching, the use of each of the three languages employed for switching and the linguistic complexity of the switches. We assumed that the sociolinguistic conditions that changed the linguistic landscape in which these children operated would be reflected not only in the development of each of their languages, but also in the kind of switches that they produced. We tried to establish whether it is the case that certain forms and functions of code-switches constitute a "core" of trilingual language behaviour while others are prone to change. Ultimately, our aim was to gain an insight into the specific trilingual language production processes over a given period of time that can shed light on the development and nature of trilingual competence.