Multinational Research Society Publisher

Mission and Vision
Our Mission
At MRS Publisher, our mission is to advance the dissemination of high-quality, peer-reviewed research to a global audience, enabling unrestricted access to scholarly content. We strive to facilitate the free exchange of knowledge and foster academic collaboration, empowering researchers, educators, and practitioners across disciplines to contribute to the advancement of science and society. By providing open access to research outputs, we aim to enhance the visibility, impact, and accessibility of scholarly work while supporting a sustainable and equitable knowledge-sharing ecosystem.
Our Vision
Our vision is to become a leading force in the global open-access publishing landscape, promoting transparency, inclusivity, and collaboration within the scientific community. We envision a future where all academic research is freely accessible, enabling innovation, accelerating discovery, and supporting evidence-based decision-making in policy, education, and practice. Through our commitment to open access, MRS Publisher seeks to break down barriers to knowledge and empower a diverse range of voices and perspectives in the pursuit of knowledge and societal progress.
Open Access Policy
MRS Publisher is committed to promoting open access to all scholarly works published under our name. We firmly believe that providing open access to research articles, journals, and other scholarly materials increases the visibility and accessibility of research, maximizes the impact of scientific inquiry, and accelerates the exchange of knowledge across borders and disciplines.
Indexing
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Latest Article
1. From Monolingual Ideologies to Multilingual Realities: Implications fo...
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Dr. P. Sitharthan* & Dr. M. Na...
Associate Professor, PG & Research Department of English, Presidency College, Chennai
23-25
https://doi.org/10.5281/zenodo.22209181

This article examines the growing significance of multilingualism in contemporary English Language Teaching (ELT) and the pedagogical shifts it has prompted. Traditionally, ELT was shaped by monolingual ideologies that treated learners' first languages as obstacles to acquiring English and encouraged the exclusive use of the target language in classrooms. Drawing on recent scholarship in applied linguistics and sociolinguistics, this article argues that these assumptions have been substantially revised: multilingual learners' existing linguistic resources are now understood as assets rather than as interference. The discussion traces the conceptual shift from monolingual to multilingual perspectives, with particular attention to translanguaging as an emerging pedagogical paradigm that treats language use as an integrated, flexible repertoire rather than as separate systems. It further considers the cognitive benefits associated with multilingualism, including metalinguistic awareness, cognitive flexibility, and intercultural competence, before situating these debates within the linguistically diverse context of Indian classrooms. The article concludes by outlining implications for curriculum design, classroom pedagogy, assessment, and teacher education, arguing that ELT must move beyond monolingual norms to reflect the multilingual realities of twenty-first-century learners.
2. The Politics of Language: English as a Postcolonial Medium in Raja Rao...
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Prof. Uday Shankar Ojha*
Dept of English, Jay Prakash University Chapra, Bihar
66-69
https://doi.org/10.5281/zenodo.22208768

Raja Rao's Kanthapura (1938) stands as a foundational text in Indian English literature not solely because of its narrative concerns—the political awakening of a South Indian village during the Gandhian independence movement—but because of the radical linguistic experiment underlying its composition. This article examines how Rao transforms English, historically the language of colonial administration, into a hybrid medium capable of carrying indigenous oral rhythms, Kannada syntax, and nationalist political consciousness. Reading Rao's celebrated Foreword to the novel alongside postcolonial theories of language, particularly Bill Ashcroft, Gareth Griffiths, and Helen Tiffin's concepts of abrogation and appropriation and Homi Bhabha's theory of hybridity, this article argues that Kanthapura enacts a distinct politics of language in which English is deliberately de-Anglicized and Indianized. The essay further situates Rao's linguistic strategy within a broader comparative postcolonial debate on language choice, contrasting his method of appropriation with Chinua Achebe's similar embrace of a modified English and Ngũgĩ wa Thiong'o's eventual rejection of colonial language altogether. Ultimately, the article contends that in Kanthapura, language itself becomes a terrain of anti-colonial resistance, and that Rao's Foreword functions as an early manifesto for what would later be recognized as Indian English as a legitimate literary and linguistic variety.
3. India–Nepal Relations in a Changing South Asian Geopolitical Landscape
1

Professor (Dr.) Shakil Ahmad A...
Head, PG Department of Political Science, Ramjaipal College, J. P. University, Chapra, Saran, Bihar 841301
5-8
https://doi.org/10.5281/zenodo.22208337

This article examines the evolving bilateral relationship between India and Nepal against the backdrop of intensifying great-power competition in South Asia. Drawing on the 1950 Treaty of Peace and Friendship, the open-border regime, the 2015–16 economic blockade, the May 2020 Nepali map controversy over Kalapani–Lipulekh, and expanding Chinese infrastructure investments, the analysis highlights both enduring linkages and emerging frictions. Particular attention is paid to hydropower cooperation (Arun-III, Arun-IV and Pancheshwar), electricity exports to India and Bangladesh, labour-migration remittances, and Nepal‘s balancing strategy between its two giant neighbours. The study concludes that while structural asymmetries and territorial disputes continue to strain trust, pragmatic energy and connectivity initiatives offer pathways for a more mature partnership.
4. Rethinking Translator Competence in the Age of Artificial Intelligence...
1

Mohammed Kasmi*
Laboratory of Applied Communication, Faculty of Letters and Humanities, Mohammed I University, Oujda, Morocco
18-22
https://doi.org/10.5281/zenodo.22207158

The translation industry is witnessing a rapid proliferation of smart technologies, especially neural machine translation (NMT) systems such as DeepL and large language models (LLMs) such as ChatGPT. This digital wave has strongly agitated the structure of the industry. These transformations have raised serious questions about the new definition of the translator's competence within the digitalized job market. This study aims to propose a revised model for translator competence by reviewing current theoretical frameworks and incorporating empirical evidence from recent studies. This model seizes the opportunities offered and counters the threats posed by AI-driven systems. In line with a body of literature on translator competence, including The PACTE group's 2003 translation competence model and the European Master’s in Translation (EMT) Competence Framework (2022), this study argues that the sub-competences targeted in translator training must be considerably restructured in Moroccan higher education. Specifically, this study endeavors to demonstrate that translator training curricula should incorporate expertise in AI, technology, and post-editing. It also stresses the focus on human intelligence, which involves cultural mediation, transcreation, and pragmatic interpretation. This underlines the fundamental human value, particularly the skills that current AI systems cannot replicate. The study concludes by outlining a three-dimensional curricular framework for adjusting translator training to the requirements of an increasingly digitalized translation industry.
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