The individuals listed here served as consultants and referees at various times during the preparation of volume 107 of the MLJ. In printing their names here, I express my gratitude for their many hours of dedicated and knowledgeable service. Authors often comment on the insightful and helpful critiques offered by the referees. Their efforts are well reflected in the quality of the scholarship published

THE ISSUE Trans inclusion and language education This Perspectives column addresses the pedagogical and ethical need for gender justice in all of our language and teacher education practices. Framing practices as gender just, rather than gender neutral or gender inclusive pushes us to consider this issue in the realm of rights, where it should be. The contributors name and nuance the reasons why we

I write this commentary both as a French teacher in the United States who has taught at the primary and secondary (K−12) and college levels and as a speaker of French who uses nonbinary pronouns—identities that inform my positionality on this topic and my takeaways. In this position paper, as in his other work on gender-just pedagogies, Knisely makes a significant contribution to French language teaching

In many language classrooms in multilingual nations, standard dialects are associated with and promoted in formal domains. Through classroom pedagogical processes that reify standard language use, other dialects are relegated to informal domains and therefore devalued in classroom settings. Informed by critical pedagogy, this article challenges the reification of standard dialects and examines their

In this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it

Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J. & King, J. (2022), Retention and attrition in early-career foreign language teachers in Austria and the United Kingdom. The Modern Language Journal, 106, 155–171. https://doi.org/10.1111/modl.12765 The above article was published without the funding information in the acknowledgement section, “This work was supported by the Austrian Science Fund

This article explores ways in which a dialogue between researchers and practitioners can be bidirectional, effective, and beneficial for the two professional communities. We suggest concrete directions for second language (L2) research: (a) a collaborative mindset, (b) the nature of research, (c) venues for dialogue, and (d) institutional support. First, we argue that we, researchers and teachers alike

In discussions about relationships between research and pedagogy, teachers and researchers are often characterized as facing each other across a “gap” that separates them. Teachers are described as having practical concerns about their own classrooms and little patience for “theoretical” issues. Researchers are described as removed from day-to-day classroom concerns and oriented to more abstract factors

This study investigated the researcher–teacher interface issue by exploring second language (L2) teachers’ experiences of being involved in a large instructed second language acquisition empirical study aimed at curricular changes. The study addressed two goals. First, by involving the entire teaching staff at all levels of the multisection language teaching program in the administration of the empirical

Isbell, D. R., Brown, D., Chen, M., Derrick, D. J., Ghanem, R., Gutiérrez Arvizu, M. N., Schnur, E., Zhang, M., & Plonsky, L. (2022). Misconduct and questionable research practices: The ethics of quantitative data handling and reporting in applied linguistics. Modern Language Journal, 106, 172–195. https://doi.org/10.1111/modl.12760 This erratum addresses an inaccuracy in the Discussion section of