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Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-09-17 Sarah Albrecht
This exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research
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How important is studying languages for undergraduate students and why (not) study languages? Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-09-13 Koen Van Gorp, Emily Heidrich Uebel, Felix A. Kronenberg, Dianna Murphy
This study examines the value undergraduate students (n = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large‐scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in
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Explaining the penetrating role of technology in online foreign language learning achievement Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-09-10 Fangwei Huang, Haijing Zhang
This study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning
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Celebrating adoption of the Seal of Biliteracy in all 50 states Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-09-06 Kristin J. Davin, Francis J. Troyan
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Longitudinal academic, language, and social emotional learning outcomes of graduates of a one‐way Spanish Immersion program Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-09-06 Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky
Seven cohorts of students (N = 258) who completed a K‐5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade
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Strategic planning for professional engagement Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-09-06 L. J. Randolph
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Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-08-30 Emma R. Britton, Angelika Kraemer
Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser‐known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies challenges associated with common program evaluation approaches
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Challenging deficit ideologies in Spanish heritage language policies and programs Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-07-04 David Cassels Johnson, Melanie Carbine, Christine Shea
This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there is no language policy that provides a facilitative structure
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Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-06-27 Shu Ohki, Russell Cross
Within school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely impact students' potential, particularly their motivation to learn an additional language (L2). This paper examines the role of Content and Language Integrated Learning (CLIL) in shaping students' L2 learning motivation within a school setting that
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Equity/heritage and globalized human capital discourses in Ohio's Seal of Biliteracy policy, promotional materials, and stakeholder perceptions Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-06-27 Emre Pshigusa
This comparative case study explored the discourses in Ohio's Seal of Biliteracy (SoBL) policy and promotional materials, and the perceptions of stakeholders regarding its value and benefits in an urban, suburban, and rural district. In doing so, this study aimed to analyze the discourses adopted in the SoBL policy and promotional texts at the state level, and the perceptions of the stakeholders regarding
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Self‐directed use of machine translation among language learners: Does it lead to disruptive L2 avoidance? Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-06-27 Elisabet Titik Murtisari, Andreas Kukuh Kristianto, Gary Bonar
Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower‐proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions of second language (L2) avoidance behavior. We also explored
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An examination of an inclusive French immersion program and preschoolers' executive functioning skills Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-06-26 Michele Regalla, Hilal Peker, Marisa Macy
This exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed
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The Seal of Biliteracy as a recruitment tool in postsecondary language study Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-06-24 Janet Eckerson, Christopher Jacobs
As state‐level Seals of Biliteracy for high school graduates become more common, postsecondary language programs face questions about how to recognize this credential. While scholarship has examined the implementation of state Seals in secondary education, less attention has been paid to the role of postsecondary language programs in this new policy milieu. This study examined how receiving a Seal
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Centering positionality in Foreign Language Annals: Toward reflexive praxis in research and publication Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-05-27 Francis J. Troyan, Kristin J. Davin
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Patterns of integrating the Seal of Biliteracy into the school context Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-04-26 Pamela M. Wesely, Bing Gao
The Seal of Biliteracy (SoBL) is a high school graduation credential that recognizes US students in their final year of high school who have demonstrated proficiency in English and at least one other language. SoBL implementation has been shown in many contexts to be governed by local policy arbiters, who interpret the state policy to provide access to the SoBL to students. Additionally, scholars have
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The creative abilities of preservice world language educators Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-04-26 Anne Cummings Hlas, Christopher S. Hlas
A creative approach to teaching can factor into a long‐lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self‐confidence. For these reasons, this study used the Torrance Tests of Creative
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Leveraging the AAPPL to promote positive washback in K‐12 language teaching Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-04-25 Reuben Vyn
In recent years, the use of external proficiency‐based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study examines the washback effects of the ACTFL Assessment of
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World languages for Black Linguistic Reparations Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-04-10 Tasha Austin, Uju Anya
This conceptual work highlights the history of Black erasure throughout the existence of world languages (WLs) as a field of study in the United States. It outlines the unique challenges faced by African descended learners who have and continue to pursue WL study in US classrooms. These include but are not limited to reduced local funding and programmatic expectations due to the remnants of anti‐Black
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Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-02-19 Nick Henry, Hannes Mandel, Vincent VanderHeijden
Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt-based assignments (TAs). The present study, therefore, presents a quasi-experimental comparison of
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An examination of the postgraduation benefits of earning a Seal of Biliteracy Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-02-19 Kristin J. Davin, Kristen R. Cruz, Charlotte R. Hancock
Across the United States, students have the opportunity to earn a Seal of Biliteracy (SoBL) when they graduate from high school. Awarded to students who demonstrate proficiency in two or more languages, the SoBL originated to confront English-only ideologies and promote multilingualism. But critics question the impact of the policy on students and whether English-dominant students experience greater
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Corrigendum Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-02-23
Martinsen, R., Montgomery, C. and Willardson, V. (2017), there was an error in the fourth sentence of the abstract section. The sentence has been modified and a new sentence also have been added in the below corresponding sentence as below: Abstract: This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and
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The lexical content of high‐stakes national exams in French, German, and Spanish in England Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-02-21 Amber Dudley, Emma Marsden
Surprisingly, little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically
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Addressing challenges in language education: Insights and solutions from higher education Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-02-19 Kristin J. Davin, Francis J. Troyan
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Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL) Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-29 Brianna Janssen Sánchez, William S. Davis
This study investigates the participant experiences and perceived impacts of the Language Initiative for Language Learning (LILL). By exploring the voices of 11 LILL participants through a qualitative case study design, the findings highlight how world language teacher leaders participated in and experienced LILL as a space for leadership growth and perceived the program as having a transformational
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Survey of K-12 world language program evaluation Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-24 Margaret E. Malone, Malik Stevenson, Caitlyn Pineault
Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders
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What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-23 Emad A. Alghamdi
By taking a multidisciplinary, evidence-based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self-ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed
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How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-23 Lisa M. Domke, Laura A. May, María A. Cerrato, Elizabeth H. Sanders, Melody Kung, Gary E. Bingham
US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests
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What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-23 Joshua Matthews, Devrim Yilmaz
The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second author, a native speaker. All 52 video-conferenced one-to-one
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Meta-analyses of anxiety, motivation, performance, satisfaction, and self-efficacy in virtual reality-assisted language education Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-22 Zhonggen Yu, Peng Duan
The popularity of virtual reality (VR) technologies has increased since the onset of the COVID-19 pandemic. However, there is a paucity of meta-analytic studies that have investigated the use of VR technologies in language education. This current study addresses this gap by conducting a systematic analysis of 41 randomized controlled studies conducted between 2008 and 2021, examining the effects of
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Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion Foreign Lang. Ann. (IF 1.5) Pub Date : 2024-01-22 Mandy R. Menke
Language immersion programs seek to develop multilingual, multiliterate individuals able to engage with academic content. Studies of immersion students' language development provide details regarding language proficiency and accuracy, yet they generally do not address how features of written, academic language, for example, syntactic and lexical complexity, develop. To this end, this study seeks to
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Foreign language education in Louisiana: A cluster analysis Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-12-27 Erin Fell
Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that geographic, economic, and integration factors contribute to whether a school can provide FL at all—and biased counseling dissuades minoritized students from taking FL—this study
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Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-12-11 Miguel Á. Novella, Carolina Bustamante
This follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative multiple-case study investigated their motivation to stay
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The impact of questioning strategies on target language production and learner confidence Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-12-11 Angela Gardner, Karen Lichtman
This study investigated how questioning strategies impact language learner performance. Specifically, it explored how questioning strategies influence (i) verb production and subject–verb agreement in the target language, and (ii) learner confidence in completing tasks without translation software. Sixty-eight novice language learners enrolled in a high school Spanish I course participated. The students
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From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-12-07 Jiwon Hwang, Eriko Sato, Agnes W. He
As the objective of language teaching is shifting from producing so-called “native-like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing
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The current state of undergraduate medical Spanish: Results of a national survey Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-12-07 Alyssia M. Miller De Rutté, Isabel María Kentengian, María E. Pérez, Pilar Ortega
This study investigated the following research question: What is the landscape of medical Spanish offerings in undergraduate, 4-year universities in US states with large Spanish-speaking populations? Forty-four percent of institutions responded to the survey, which explored institutional characteristics, medical Spanish programs and individual courses, and instructors. Nonrespondent institutions' web
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Research on university-based Spanish heritage language programs in the United States: The state of affairs in 2022 Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-12-07 Sara M. Beaudrie, Anna Marrero-Rivera
Research on Spanish heritage language (SHL) education has grown exponentially in the last two decades. The most recent nationwide study on SHL programs in US postsecondary institutions was conducted a decade ago. To continue this line of research, the primary aim of this study is to provide an update about the current state of SHL course offerings at 4-year universities in the United States. SHL programs
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Investigating L2 writers' uses of machine translation and other online tools Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-11-21 Kimberly Vinall, Wen Wen, Emily A. Hellmich
New technologies have had a substantial impact on L2 learners' writing processes. Given the continuous nature of technological evolution, more work is needed to document L2 writers' learner-initiated technology use, particularly their use of machine translation (MT) tools. This need is further solidified by recent calls for new pedagogical approaches to better prepare learners to use MT critically
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Growing intercultural speakers in novice Italian: A virtual versus face-to-face comparison Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-11-21 Aletha Stahl, Tatjana Babic Williams, Lan Jin, Jane Koch
Intercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face-to-face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID-19 pandemic for a beginning Italian course with 18- to 22-year-old students. The American Association
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Deconstructing the benefits of reading-while-listening on L2 reading comprehension: The influence of cross-orthographic distance Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-11-15 Joanne Koh
Reading-while-listening (RWL) has been suggested to facilitate reading comprehension by establishing letter-to-sound correspondences in the word recognition process. However, previous findings are inconsistent regarding the effect of RWL on foreign language (L2) reading comprehension. To understand why such inconsistency occurs, the moderating role of L2 orthographic characteristics in the effects
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Foreign language learning in a specialized institution: Opportunities and challenges Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-11-15 Zachary F. Miller, Dustin Crowther
Specialized learning institutions (SLIs) feature organizational cultures, learning environments, and Postgraduation expectations that typically differ from traditional 4-year universities. For students pursuing foreign language (FL) study within an SLI, coursework is frequently accompanied by a range of nonacademic tasks that are required for graduation. This exploratory study focuses on one such SLI
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Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-25 Priya Panday-Shukla
The US Department of Education posits that higher education students' expenditures on course materials and supplies, including texts for language learning classes, were between $1,265 and $1,471 for the 2017–2018 academic year. For many students, the cost of these materials can jeopardize their studies. One potential solution to this issue is to use free educational materials like open educational
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Learning to teach world language online during COVID-19 pandemic: A phenomenographic study Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-25 Mingzhu Deng, Sandro Barros
This study examined distinct conceptualizations of space during a cohort of world languages preservice teachers' (PSTs) clinical experience online. The aim of this study was to shed light on the affordances and limitations of the online space as PSTs reworked the meaning of pedagogical spaces during the onset of the COVID-19 pandemic. Preservice teachers' autoethnographic writings, journals, and teaching
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Discourse markers in L2 learners' responses to teacher-generated compliments during classroom interaction Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-25 Mostafa Morady Moghaddam
This study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher–student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment–response exchanges
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The presence and absence of race in world language education literature Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-25 Bethany Daniel
World language (WL) education has the potential to shift perspectives toward equity. To accomplish this, the field must consider how it is situated within societal systems that perpetuate racial inequity. This systematic historical analysis of literature examined how the term race and related terms appeared historically in a set of primary journals in WL education. Drawing on literature from race and
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Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-20 Lauren Goodspeed, Kate Paesani, Mandy Menke, Helena Ruf
Social justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts. Relatedly, little is known about how teachers understand
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The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-20 Mahmood Yenkimaleki, Vincent J. van Heuven, Mostafa Hosseini
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu-Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h
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Effects of different forms of explicit instruction on L2 development: A meta-analysis Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-20 Fei Li, Yunmei Sun
To determine the effects of explicit instruction (EI) and potential moderators in second/foreign language (L2) teaching, this study meta-analyzed 28 primary reports (a total of 67 unique samples, N = 3754). The main results show that EI was significantly effective in facilitating L2 development, with effect sizes ranging from moderate to large magnitudes (d = 1.07 and 0.81 for within-and between-group
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Motivation to learn Czech as L4+: Erasmus students' perspective Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-09-04 Silvie Převrátilová
Although motivation is an extensively discussed topic, minor languages deserve more research attention. This qualitative multiple case study explores motivation to learn Czech as a second language in Beginners' Czech language courses for Erasmus students in the Czech Republic through the lens of the L2 Motivational Self System (L2MSS), searching for the critical motivation sources in this type of setting
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Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-21 Sjuul Juliana Lendo, Handoyo P. Widodo, Sayyidatul Fadlilah, Tsabita R. Qonnita
Informed by an integrated critical social semiotic approach, the present critical discourse study investigates the semiotic relations of image–text and the cultural meanings encapsulated in two German language textbooks: Studio d A1 and Netzwerk A1 widely used in Indonesia. Adopting Xiong and Peng's semiotic relation model, the findings demonstrate that Netzwerk A1 provides learners with opportunities
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Indicators of academic readiness for college: Evaluating an advanced Spanish language program Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-18 Jill Landes-Lee, Johanna Watzinger-Tharp
Students who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that race/ethnicity played a role in inequitable distribution
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Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-17 Francis John Troyan, Loretta Fernández, Zhenjie Weng, Daniel Scott Ferguson, Yuseva Ariyani Iswandari, Sarah Avdakov
Contextualized within our Projects in Humanization in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities
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Who considers becoming a world language teacher? Comparing students who would with those who won't Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-17 William S. Davis, Bo Liu, Josephine Kim
Given the ongoing shortage of world language teachers in the United States, growing attention has developed toward recruiting new teachers at the secondary and postsecondary levels. This mixed methods study examined why some university noneducation students involved in language study at a large public institution indicated they would consider becoming a teacher (N = 116) while others would not (N = 129)
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Understanding indirect meaning: A close replication Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-17 Laetitia Knight, Amanda Edmonds
Pragmatic competence covers a range of skills, including the ability to interpret indirect meaning (i.e., any instance where there is a mismatch between literal and intended meaning). Past research has suggested that indirect meaning poses comprehension challenges for learners of a second language (L2). This result has been explained with reference to the influence of proficiency and the linguistic/discourse-level
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American sign language level 1 assessment: What is out there? Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-16 Beverly J. Buchanan, John S. Pirone, Kimberly K. Pudans-Smith, Brian W. Leffler, Brad S. Cohen, Paul K. Simmons, Pauline M. Ballentine, Tabitha Venable, Karen Soza
American Sign Language (ASL) education is a relatively new field. Thus, further research is necessary, especially regarding developing assessment tools. The goal of this study was to determine the types of assessment tools ASL level 1 teachers use in the classroom and how those teachers measure students' language progression. This study is critical because no standard ASL level 1 assessment tool measures
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Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires Foreign Lang. Ann. (IF 1.5) Pub Date : 2023-08-10 Lama Nassif, Shawna Shapiro
Code use, including codeswitching and/or style-shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants