L2 Journal最新文献_第8页

A Response to Navarrete, Licata, Szarke, Lawton, Kim, and Bellezza: Confessions of a Structuralist 对Navarrete, Licata, Szarke, Lawton, Kim和Bellezza的回应:一个结构主义者的自白

L2 Journal Pub Date : 2021-05-07 DOI: 10.5070/L213153101

Mark Kaiser

引用次数: 0

Disinventing and Reconstituting the Concept of Communication in Language Education 语言教育中交际概念的消解与重构

L2 Journal Pub Date : 2020-11-02 DOI: 10.5070/l20048205

M. Freitas, R. R. Pessoa

引用次数: 2

Examining Students’ Co-construction of Language Ideologies through Multimodal Text 从多模态语篇看学生的语言意识形态共构

L2 Journal Pub Date : 2020-11-02 DOI: 10.5070/l20045979

W. Bokhorst‐Heng, Kelle L. Marshall

{"title":"Examining Students’ Co-construction of Language Ideologies through Multimodal Text","authors":"W. Bokhorst‐Heng, Kelle L. Marshall","doi":"10.5070/l20045979","DOIUrl":"https://doi.org/10.5070/l20045979","url":null,"abstract":"Author(s): Bokhorst-Heng, Wendy D.; Marshall, Kelle L. | Abstract: French immersion (FI), one of the hallmarks of French as a Second Language education in Canada and mandated in New Brunswick, Canada’s only officially English/French bilingual province, is often the target of language ideological debates surrounding its purposes and expected outcomes. Yet, notably absent in FI scholarship has been a focus on the ideologies informing students’ investment in French, including what bilingualism might mean for their language learning and identity. In this article, we discuss nine Grade 8 French immersion students’ co-construction of language ideologies regarding bilingualism. In a focus group, these students created a promotional video regarding the merits of bilingualism whose audience was comprised of fictional peers in a predominantly Anglophone province. Our analysis was guided by Darvin and Norton’s (2015) model of investment. We employed the tools of multimodal critical discourse analysis to consider the students’ construction of language ideologies through their video production. Through macro and micro analyses, we identified five primary ideologies: Bilingualism (a) is a matter of personal decision; (b) provides access to jobs; (c) provides access to economic capital; (d) provides access to Francophone communities of practice; and (e) provides access to symbolic capital. We discuss how the students have “remixed” the dominant provincial ideologies on bilingualism into their own, considering the implications of these ideologies on their investment in French. Finally, we suggest how multimodal practices provide a means to develop language students’ meta-cognition and expand their investment in their target language.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"682 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113966817","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}

引用次数: 0

L2 Multimodal Composing Abroad: Remixing Languages, Cultures, and Identities 国外多模态作曲:混合语言、文化和身份

L2 Journal Pub Date : 2020-11-02 DOI: 10.5070/l20047045

Natalie A. Amgott

{"title":"L2 Multimodal Composing Abroad: Remixing Languages, Cultures, and Identities","authors":"Natalie A. Amgott","doi":"10.5070/l20047045","DOIUrl":"https://doi.org/10.5070/l20047045","url":null,"abstract":"Author(s): Amgott, Natalie | Abstract: This paper explores the second language, digital multimodal composing practices of 12 American undergraduates studying French abroad in Paris. Drawing on multiliteracies, multimodality, and translanguaging frameworks, this study utilizes a qualitative lens and multimodal composing timescapes to analyze how students leveraged languages and modes across 72 digital multimodal reflections and vlogs. Findings demonstrate how reflective multimodal composing developed multilingual identities by fostering metalinguistic awareness and goal-setting practices. Through their vlogs, students additionally participated in transcultural repositioning by making cross-cultural connections and sharing emotional experiences. Throughout the term students increased in traversals of modes, languages, spaces, and places as they became more comfortable with the French language, living in France, and multimodal composing. These results illustrate how digital multimodal composing can enhance learners’ linguistic and intercultural competencies while studying abroad. The article concludes with implications for multimodal composing to learn languages and calls for further research on the reflective multimodal composing practices of second language learners.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134064632","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}

引用次数: 4

Developing Performative Competence and Teacher Artistry: A Pedagogical Imperative in the Multicultural Classroom 发展表演能力和教师艺术:多元文化课堂教学的必要性

L2 Journal Pub Date : 2020-11-02 DOI: 10.5070/l20046068

Annamaria Bellezza

引用次数: 1

Vocabulary and the Upper-division Language Curriculum: The Case of Non-native and Heritage Spanish Majors 词汇与高级语言课程:以非西班牙语专业和传统西班牙语专业为例

L2 Journal Pub Date : 2020-11-02 DOI: 10.5070/l20048986

R. Blake

{"title":"Vocabulary and the Upper-division Language Curriculum: The Case of Non-native and Heritage Spanish Majors","authors":"R. Blake","doi":"10.5070/l20048986","DOIUrl":"https://doi.org/10.5070/l20048986","url":null,"abstract":"Author(s): Blake, Robert J. | Abstract: L2 lexical studies have established that learners need to acquire knowledge of the first 3,000 most frequent words in order to enjoy 95% coverage of the vocabulary used in spontaneous speech (Nation 2006). However, there has been little data available that reveal how many of these most frequent words can be recognized by university language majors, with Robles-Garcia´s (2020a, 2020b) recent study being a welcome exception. The present inquiry into L2 vocabulary gains employed the same word-recognition test developed by Robles-Garcia (2020a) in order to characterize the vocabulary size enjoyed by upper-division Spanish majors, both non-native and bilingual native (i.e., heritage) speakers, enrolled in a California public university. The results show that non-native Spanish majors in their third and fourth year of the major are still struggling to learn the first 3,000 most frequent Spanish words. In contrast, the heritage students demonstrated strong word recognition of almost all of the words in this basic inventory. The curricular implications of these results are discussed with respect to both non-native and bilingual native Spanish majors and an argument is made for continued explicit vocabulary instruction throughout the upper-division program.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132954426","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}

引用次数: 0

Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies 关联、表征与责任:世界语言教师的批判意识与教学法探析

L2 Journal Pub Date : 2020-09-16 DOI: 10.5070/L212246037

H. Baggett

{"title":"Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies","authors":"H. Baggett","doi":"10.5070/L212246037","DOIUrl":"https://doi.org/10.5070/L212246037","url":null,"abstract":"Author(s): Baggett, Hannah Carson | Abstract: Critical pedagogical work hinges upon teachers’ critical consciousness about students’ identities that constitute ‘diversity’ and how they are situated within systems of oppression and privilege. In this study, survey data were collected from practicing world language teachers’ (WLTs) to explore their beliefs about the extent to which dimensions of students’ identities played a role in their language teaching practices. Additionally, these data captured their beliefs about the extent to which teachers, administrators, curriculum developers, and schools should be responsible for addressing identity dimensions, such as ethnoracial status, gender, socioeconomic status, and faith. Results from cluster analyses indicated that teachers’ orientations varied systematically: a first belief orientation locates neither teachers nor schools as responsible, and that student ‘diversity’ may be irrelevant to education; a second orientation locates both teachers and schools as having shared responsibility, but that some identities might be irrelevant to teaching and learning; a third orientation wherein teachers viewed some identity dimensions as more relevant to their teaching practices than others, suggesting that, although teachers may be critically conscious about identity, that consciousness may not translate to critical pedagogical practices; and a last orientation that suggests critically conscious language teachers who also endorse learner-centered teaching practices. Findings from this study illuminate new theoretical and conceptual spaces about WLTs’ sense of responsibility and advocacy for both students and the ways they position their classrooms as sites of critical pedagogies. These findings have implications for teacher leaders and teacher educators as they work to build teacher capacities for engaging in critical pedagogies that examine systems of oppression and privilege in language classrooms.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127160833","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}

引用次数: 3

The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education 双freire关系:双语教师教育的预演实践，想象解放

L2 Journal Pub Date : 2020-09-16 DOI: 10.5070/L212245926

Blanca Caldas

引用次数: 1

Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum 教师教育中的体裁教学与批判素养:大学课程中批判外语教学法的特点

L2 Journal Pub Date : 2020-09-16 DOI: 10.5070/L212245951

B. Mitsikopoulou

{"title":"Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum","authors":"B. Mitsikopoulou","doi":"10.5070/L212245951","DOIUrl":"https://doi.org/10.5070/L212245951","url":null,"abstract":"Author(s): Mitsikopoulou, Bessie | Abstract: This paper focuses on critical pedagogy and EFL teacher education and it argues that it would be unrealistic to expect students who have been educated through traditional university curricula (aiming to deliver content through a ‘banking model’) to become critical foreign language teachers and educators. The education of future teachers requires new university curricula which view literacy as a critical social practice and prepare them through transformative pedagogies, encouraging them to examine critically their values and beliefs by developing a reflexive knowledge base, an appreciation for multiple perspectives and a sense of critical consciousness and agency.Based on this premise, the article presents the case of Genres in English, an undergraduate language course at the Department of English Language and Literature of the National and Kapodistrian University of Athens, aiming to raise students’ critical literacy. Using the tools of Systemic Functional Grammar and drawing on a genre-based approach to writing development, the course initially invites students to take up the role of critical text analysts deconstructing academic and media texts and at a later stage to engage in a popularization of science writing task mediating information from an academic to a media text. Through language tasks which approach genres as historical constructs, students are introduced to the ideological nature of discourses and genres and they explore the conditions of production, distribution and consumption of texts. To evaluate the effectiveness of this approach, the paper presents the findings from a small-scale research conducted with students who have attended the course.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131254564","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}

引用次数: 2

Introduction to the Special Issue on Critical Pedagogies 批判教育学特刊导论

L2 Journal Pub Date : 2020-09-16 DOI: 10.5070/L212249913

Panayota Gounari

引用次数: 1