L2 Journal最新文献

{"title":"IT WORKS IN THEORY AND IN PRACTICE: A PRACTICAL GUIDE FOR IMPLEMENTING A TBLT BEGINNER COURSE","authors":"Marta Llorente Bravo, C. Sánchez-Gutiérrez, K. Guerra, Silvia Aguinaga Echeverría","doi":"10.5070/l214354581","DOIUrl":"https://doi.org/10.5070/l214354581","url":null,"abstract":"","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124614313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Implementation of Collaborative Dialogues in a Literary-Cultural Course","authors":"Céline Rose","doi":"10.5070/l214354513","DOIUrl":"https://doi.org/10.5070/l214354513","url":null,"abstract":"","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133078042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theatre Clowning in L2 Teacher Learning: An Example from Waldorf /Steiner Education","authors":"Martyn Rawson, Catherine Bryden","doi":"10.5070/l214350976","DOIUrl":"https://doi.org/10.5070/l214350976","url":null,"abstract":"","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123531939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom","authors":"Beatriz Lado, José del Valle","doi":"10.5070/l214352711","DOIUrl":"https://doi.org/10.5070/l214352711","url":null,"abstract":"Scholars have advocated for critical approaches to language education (e.g., Del Valle, 2014; Leeman & Serafini, 2016), including those that promote the development of Critical Language Awareness, CLA (e.g., Alim, 2010; Leeman, 2018). The goal is to develop students’ critical knowledge of the cultural, political, and social dimensions of language. To this end, Del Valle (2014) suggests the inclusion of language-related content units taught in the first or shared language from the early stages of language learning. This proposal entails revising strong beliefs such as the use of the non-target language in the new language classroom. The purpose of our research is to investigate whether including language-related content in English (the shared language) in an elementary Spanish language course helped students develop CLA without hindering class performance. Additionally, we explored if providing this content increased learners’ investment in the language. Results revealed that incorporating the CLA units did not influence overall class performance. Qualitative analyses indicated that students connected the content with their own social experience, which led to greater investment in the language. Finally, the content contributed to developing students’ critical awareness of linguistic ideologies and their impact on the construction of inequality as well as in enabling social change. field notes, weekly student journals, writing coursework, The results of four case revealed how American students co-constructed and negotiated multiple racialized, gendered, and classed identities, and how their investment influenced their learning of Portuguese. Also conducted in a study abroad context Spain), Quan explored learners’ identity and investment in Spanish and how this investment related to their post study abroad speaking abilities. The results revealed that participants’ idealized perception of the study abroad experience and their belief in the capital that Spanish could offer them led to competing identities and investment, and resulted in contradictory language learning behavior.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123340321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country","authors":"Federica Goldoni","doi":"10.5070/l214352609","DOIUrl":"https://doi.org/10.5070/l214352609","url":null,"abstract":"","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"29 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126066831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From learning to interacting: the experience of Perezhivanie in a beginner Italian student’s use of the Schemas of a Complete Orienting Basis of Action (SCOBAs)","authors":"L. Fernández","doi":"10.5070/l214354270","DOIUrl":"https://doi.org/10.5070/l214354270","url":null,"abstract":"This study explores the cognitive, linguistic, and emotional development of a student (Marie) who is learning Italian through concept-based language instruction (C-BLI; Lantolf & Poehner, 2014) and her use of Italian during study abroad. Marie's use of the Schema of a Complete Orienting Basis of Action (SCOBA) during classroom instruction and study abroad is analyzed through the Vygotskyan concept of Perezhivanie to document language development. The analysis of data sources from classroom instruction and study abroad demonstrates how Marie's use of the SCOBA was an essential aspect of her cognitive, linguistic, and emotional development. The SCOBA, as conceptual graphic representation inlaid in a C-BLI pedagogy, guided Marie’s interaction, use, and transformation of the tool. This article also contributes to research on C-BLI by documenting the use of Perezhivanie as an analytic construct.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127133622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender neutral and non-binary language practices in the Spanish language classroom: Tensions between disciplinary and societal changes","authors":"A. Díaz, G. Mejía, A. Villamizar","doi":"10.5070/l214356302","DOIUrl":"https://doi.org/10.5070/l214356302","url":null,"abstract":"This paper is motivated by growing, inexorable tensions between societal impetus to advance inclusive (non-binary) linguistic change across many Spanish-speaking communities, and the seemingly removed reality of the Spanish as a world language classroom. As a first step in reconciling these tensions and breaking free from apparent disciplinary inertia, we set out to map out extant scholarly literature around these complex matters. This critical appraisal is inspired by and rhizomatically anchored in queer and decolonial theories and guided by the urgent need for radical (re)alignment of our language teaching praxis to advocate for diversity and inclusion beyond violently oppressive, colonial, cis-heteropatriarchal norms. We begin by tracing the genealogy of inclusive language change in Spanish, and various attempts across Spanish-speaking communities to broaden understandings of grammatical gender in ways that reflect inclusion of gender-diverse and gender nonconforming people. We then explore these linguistic changes in relation to the views of scholars and governing institutions, who may be seen as custodians of the language’s standardisation, stability, and correctness. In so doing, we consider critically the traditional reliance of the (Spanish) language teaching field on prescriptive norms that may ultimately impair teachers’ agentic responses to the realities of the classroom. Finally, we consider extant research across a variety of language teaching contexts and how this growing body of work may help inform renewed pedagogical praxis in the Spanish language classroom. We conclude by posing reflexive questions which we hope may prompt deeper, generative conversations around these matters. clear: How can we begin to articulate a renewed pedagogical praxis that acknowledges the growing spectrum of (social) gender identities and provides (grammatically) inclusive alternatives for ourselves and our learners?","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"47 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120850049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on Dialogism and Doing Community in the L2 Classroom","authors":"Gabrielle Kahn","doi":"10.5070/l214358088","DOIUrl":"https://doi.org/10.5070/l214358088","url":null,"abstract":"While group work is commonly discussed as an important aspect of communicative language teaching, its configuration is usually considered to be small groups of students rather than an entire group of course participants. Drawing upon Mikhail Bakhtin’s theory of dialogism (Bakhtin, 1984; Holquist, 2002)","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131867472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Future of Translation in Higher Education: Introduction to the Special Issue","authors":"Mairi McLaughlin","doi":"10.5070/l214256595","DOIUrl":"https://doi.org/10.5070/l214256595","url":null,"abstract":"","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116626691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Challenges and Promise of Classroom Translation for Multilingual Minority Students in Monolingual Settings","authors":"Emily Linares","doi":"10.5070/l214251571","DOIUrl":"https://doi.org/10.5070/l214251571","url":null,"abstract":"","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129650134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}