L2 Journal最新文献

{"title":"Critical Content Based Instruction for the Transformation of World Language Classrooms","authors":"Cassandra Glynn, Allison J. Spenader","doi":"10.5070/L212246307","DOIUrl":"https://doi.org/10.5070/L212246307","url":null,"abstract":"Author(s): Glynn, Cassandra; Spenader, Allison | Abstract: This interpretive multiple-case study examines the practices and perspectives of four mid-level and secondary world language teachers in diverse teaching contexts as they design and implement critical content-based instruction units in their classes. Knowing that content can be defined as either cultural or academic content (Spenader, Wesely, a Glynn, 2018), the middle and high school level teachers in this study aimed to use a critical approach in their curricula and to integrate topics of social justice into the cultural content, promoting inquiry and critical thinking among students. Using data collected from recorded videos of teaching and individual semi-structured interviews, this study aims to answer the following research question: How is Critical Content-Based Instruction (CCBI) (Sato, Hasegawa, Kumagai, a Kamiyoshi, 2017) being employed by U.S. Spanish teachers to examine complex topics through a lens of social justice? Findings indicate that teachers feel compelled to integrate topics of social justice into their curriculum to promote criticality (critical thinking) and to encourage students to effect change in their own communities and beyond. The discussion supports consideration of teachers’ roles in the development of student agency through their curriculum and instruction. Implications are addressed for educational research, teacher education, and professional development.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"1 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":"129505694","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":"Preface to the Special Issue","authors":"Claire J. Kramsch","doi":"10.5070/L210238970","DOIUrl":"https://doi.org/10.5070/L210238970","url":null,"abstract":"It is with immense pleasure that I present to you this special issue of the L2 Journal on “Symbolic Competence: From theory to pedagogic practice,” guest edited by William Heidenfeldt and Kimberly Vinall. This special issue has been a magnificent labor of love. When, in preparation for my retirement from UC Berkeley in April 2015, the Berkeley Language Center community contemplated putting together a Festschrift in my honor, my colleagues, my graduate students and I agreed that a conference would be a much better idea - one that reflected more appropriately the intense intellectual exchanges we had had together over the years. That conference titled “ClaireFest” took place on 17-18 April 2015 in Dwinelle Hall. It offered a host of exciting scholarly papers, moving testimonies of professional teachers, and heart-warming stories of experience. But the idea of having something in print to commemorate the event remained. Thanks to Rick Kern, the director of the BLC, the idea of having a special issue of the L2 Journal dedicated to Claire Kramsch’s concept of symbolic competence started to take shape. Billy and Kimberly, who were finishing their PhD dissertations at the time (Heidenfeldt, 2015a; Vinall 2015), eagerly picked up the challenge. Kimberly had already published two articles on the application of symbolic competence in her Spanish classes (Vinall, 2012, 2016); Billy had published an article on one Spanish teacher with a particularly high degree of symbolic competence (Heidenfeldt, 2015b). Both had been seduced by the concept proposed by Claire in 2006, but were still looking for various ways to put it in practice in the classroom. Their Call for Papers met with widespread enthusiasm and they had a large number of abstracts to choose from. Framed by an enlightening Introduction and a thought-provoking Afterword, the four papers presented here constitute an honest appraisal of the notion of symbolic competence and its practical applications in the language classroom. I wish to extend to Billy and Kimberly my most heartfelt thanks for having undertaken this demanding project, despite heavy teaching loads at their respective institutions. They have definitely clarified my initially attractive, but elusive brainchild, and given it a concrete and practical meaning. I hope that our readers find this special issue useful for both their research and their teaching practice, and that they are encouraged to further explore how symbolic competence can enrich the teaching and learning of foreign languages.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"19 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":"115304866","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":"Critical Pedagogy for Foreign-Language Writing","authors":"Shizhou Yang","doi":"10.5070/L212245911","DOIUrl":"https://doi.org/10.5070/L212245911","url":null,"abstract":"Author(s): Yang, Shizhou | Abstract: Although critical pedagogy has been widely discussed in the Americas, little research has been done to recontextualize it in foreign language (FL) writing and explore its actual impact on the learners’ sense of self. Hence, I consider in this article the possibility of transforming FL writing education by using a reconceptualized critical pedagogy. It first adapts from existing literature to develop a new framework for critical pedagogy for FL writing, emphasizing four interrelated components, i.e., relationship, identity, power and agency. It then describes the implementation of such a pedagogy in a creative writing classroom by a teacher researcher in an FL environment. Evidence such as students’ written reflections, writing samples and teacher’s fieldnotes suggests that this new critical pedagogy can help FL learners develop agentive ways with writing, which entails more increased confidence in writing, greater mastery of writing and healthier writing dispositions. My intention is not to provide a template for future work, but rather to generate discussion and localized explorations that facilitate rich understandings of both self and other through employing critical pedagogy for FL writing education.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"20 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":"123435993","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":"Community Service-Learning Translations in a Legal Spanish Course","authors":"Anna Alsina Naudi","doi":"10.5070/l20041947","DOIUrl":"https://doi.org/10.5070/l20041947","url":null,"abstract":"Author(s): Alsina Naudi, Anna | Abstract: There is growing interest in including service-learning courses in higher education, and abundant literature exists on this subject. Less researched is binomial service learning, specifically related to civic learning and legal translation. Studies on the goals of combining foreign language instruction with civic participation in the Hispanic community through translation have revealed very positive outcomes. This paper presents two different community-related translation activities in a Spanish course for specific purposes (specifically, Legal Spanish), and the corresponding students’ reflections. One is related to El Salvador and to asylum and refugee claims in the US, while the other is linked to a Health Center in Trenton, NJ. The conclusion summarizes the results and evaluates their significance in the context of community-learning service and their success in bringing students closer to a reality that is far beyond their context, while critically thinking about justice-related issues.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121938965","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":"Creating Books for Use in Language Revitalization Classrooms: Considerations and Outcomes","authors":"Julia Nee","doi":"10.5070/l20042838","DOIUrl":"https://doi.org/10.5070/l20042838","url":null,"abstract":"Author(s): Nee, Julia | Abstract: In this paper, I examine the development, implementation, and results of utilizing three types of storybooks in a language revitalization classroom for students ages 5-12 learning Teotitlan del Valle Zapotec, an indigenous language of southern Mexico. Although each method used for creating books in Zapotec generated a positive reaction from students and parents, I consider the ways in which each method facilitates student learning while also problematizing the cultural authenticity of the classroom. Based on classroom observations, a parent focus group, and student interviews, I conclude that the most effective method for storybook creation involved students creating their own book modeled on a pre-existing book written in the non-indigenous language. This student-created book generated sustained interest in the language and allowed for students to shape the materials into something that was culturally relevant for them personally.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129833085","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":"Letter from the Editor","authors":"Claire J. Kramsch","doi":"10.5070/l212147436","DOIUrl":"https://doi.org/10.5070/l212147436","url":null,"abstract":"A fter 5 years of editing this journal, I will be stepping down as Editor-in-Chief at the 25th annual conference in Birmingham, but will remain on the Editorial Board. In the coming issues and at the conference, you will be hearing from the new Editors Lucie Llewellyn and Lee Lui, part of the excellent team at St Georges School of Healthcare in Tooting. I understand that many of you will not have a clear idea of what belonging to the committee that runs BARNA means in terms of workload, commitment and time on top of a full time practice post. It has been hard, but I think it needs to be said that the people I have had the downright honour to work with are the most hardworking, enthusiastic, driven people I could have hoped to have as my support network throughout my role here. There is so much that is done underneath the surface of BARNA by these individuals, all for those who belong to BARNA and for the furthering of recovery and anaesthetics as specialties and indeed nursing itself. So this is A HUGE THANK YOU to mainly Manda Dunne, Pat Smedley, Natalie Quine, Markku Viherlaiho and Joni Brady. I will always be in awe of the experience, knowledge and attitudes of these individuals. So, in a world of ever-changing services and pressures like those expressed in Natalie’s letter, I urge you to thank those individuals you feel make it that little bit easier to walk back onto those busy units every morning. I imagine we probably do not do it enough. Change is a permanent fixture in the NHS and we must not get complacent. We must learn to value it as another tool that enables us to constantly reassess the care we give. This is obviously difficult when we feel stretched beyond our limits and bombarded with funding cuts, media negativity and countless other service stresses intent on constantly moving the goal posts. Recovery and anaesthetic nursing, by its very nature, deals with change on a rapid scale at the patient level. We constantly use our assessment skills to act on our findings and change an outcome for the better. I would like to think that this stretches to other areas of our nursing lives. At times I have used this Editorial as my soapbox, and to be honest I am still unsure as to whether my past opinions have struck a chord or just angered some of you, but if I leave you with anything, I hope it is this. Nursing as a whole has gone through so many fundamental changes since those first roles identified as ‘nurses’ and will continue to be manipulated by forces outside our profession. Do not allow our overall nursing image to become the sacrificial lamb of the NHS in the media. Be your own voice. Get involved. If you do not like the way in which something is done, make the change at the nurse level but do not just resign yourself to individuals making decisions for you. I am secure in the knowledge that the BARNA committee will persist in being the voice of our recovery and anaesthetic nurses everywhere and continue to further our best interes","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126853286","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":"So That All May Speak: Inviting All to Describe Themselves in the L2 French Classroom","authors":"William Heidenfeldt","doi":"10.5070/l20044854","DOIUrl":"https://doi.org/10.5070/l20044854","url":null,"abstract":"Author(s): Heidenfeldt, William Allen | Abstract: In this article, I examine two focal students of L2 French whose curiosity and embodied learning inspired me to rethink my teaching about personal gender expression and grammatical gender and to develop curricular innovations that would open up pathways for self-expression in the L2 French classroom.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126720051","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":"Culture as Non-Consensus: Exploring Coherence Among Native Speakers’ Perceptions of German Expressions of Affection","authors":"Friederike Fichtner","doi":"10.5070/l212144873","DOIUrl":"https://doi.org/10.5070/l212144873","url":null,"abstract":"From early in their learning experience, foreign language (FL) learners at American universities explore socio-cultural connotations that, it is argued, are signified by FL words. Textbook authors and teachers follow an implicit canon of difference, a list of iconic words that over time—and without the benefit of empirical evidence—have come to represent essential differences in outlook between their native and the FL culture (Kubota, 2004). Despite the fast progression of the theory of teaching culture in FL learning (Kramsch, 2015; Risager, 2015), large empirical gaps remain. Todate, there is little evidence that native speakers (NSs) of the FL perceive their cultural practices, including the cultural contexts in which language is used, homogenously enough to warrant their status as cultural traits. Using the example of expressions of affection, this exploratory study drew on qualitative and quantitative questionnaire data to investigate whether German NSs’ (N=52) accounts of their own and of most fellow Germans’ language behavior converged enough to derive a comprehensive and reliable cultural norm. Results indicated a lack of consensus among German NSs’ self-reported views, eluding the assumption of a pertinent community-specific norm. Implications for FL teaching and learning, as well as directions for future research, are discussed.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115428405","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":"Fostering Intellectual Investment and Foreign Language Learning Through Role-Immersion Pedagogy","authors":"S. Finney","doi":"10.5070/l211243844","DOIUrl":"https://doi.org/10.5070/l211243844","url":null,"abstract":"Author(s): Finney, Sara | Abstract: Recent scholarship has highlighted the importance of increasing the intellectual viability of lower-level foreign language (FL) study while facilitating connections between academic practice, learners’ lives, and global communities. This article reports on a content-based role-immersion simulation (RIS) designed to incite a critical orientation toward language learning, as 16 postsecondary intermediate Spanish learners adopted alternate identities and took part in a culturally grounded scenario centering on resolving problems related to drug trafficking and violence at the U.S.-Mexico border. Self-reported data from this qualitative study reveal that a majority of participants considered the simulation to approximate an intellectually stimulating real-world immersive encounter; however, some learners approached it as a language-learning exercise. The article elaborates on criteria that contributed to these divergent perceptions and concludes with implications for foreign language curriculum design.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114430906","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":"Reflecting on the ‘It’s just like learning to swim’ Analogy","authors":"R. Roebuck, Lisa Merschel, D. Ceo-Difrancesco, Natalia Jacovkis, A. Rossomondo","doi":"10.5070/l211241161","DOIUrl":"https://doi.org/10.5070/l211241161","url":null,"abstract":"Author(s): Roebuck, Regina; Merschel, Lisa; Ceo-DiFrancesco, Diane; Jacovkis, Natalia; Rossomondo, Amy | Abstract: A Spanish professor on sabbatical enrolls in a beginning swim class and comes face to face with old adage that learning a language is like learning to swim.Responses from: Lisa Merschel, Diane Ceo-DiFrancesco, Natalia Jacovkis, and Amy Rossomondo","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":" 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120834225","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}