JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献

(Re)Defining language pedagogy activity : A sociomaterialist perspective （重新）定义语言教学活动：一个社会唯物主义的视角

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-04-24 DOI: 10.1111/modl.70050

Anne Marie Guerrettaz, Darren K. LaScotte, Jihee Im, Nancy D. Bell

{"title":"(Re)Defining language pedagogy activity : A sociomaterialist perspective","authors":"Anne Marie Guerrettaz, Darren K. LaScotte, Jihee Im, Nancy D. Bell","doi":"10.1111/modl.70050","DOIUrl":"https://doi.org/10.1111/modl.70050","url":null,"abstract":"Language pedagogy activity (LPA) is central to the functioning of language classrooms worldwide, and this article (re)defines LPA. While prevailing applied linguistics conceptualizations of “activity” are often theoretical and anthropocentric, our definition of LPA is empirically supported and foregrounds material agency. This new definition of LPA is needed to investigate how varied language teaching materials (e.g., textbooks and teacher resources) affect language classroom interaction, often unpredictably. To achieve such an understanding of language pedagogy activity and materials, we deployed a multi‐method research design, including multimodal analysis of classroom interactions from a national study of U.S. Spanish language classes. This article's main disciplinary contribution is defining LPA as: a sociomaterial assemblage of language teaching happening(s), which is semi‐bounded and involves one or more language learners . Close analyses of LPA examples illustrate this. Example 1 elucidates activity‐as‐ assemblage , with example assemblages of task, pedagogical materials, and classroomscape. Example 2 deconstructs activity‐as‐ happening —meaning, occurrences and language pedagogy events shaped by material, distributed, and human forms of agency. Example 3 explores the complex boundaries of an LPA. We draw on constructs from our new definition of LPA to examine how the language teaching materials shaped these example activities and classroom interactions in unpredictable ways.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"426 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147744026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multiword sequences do not predict speaking proficiency in dialogue: A pair‐level analysis 多词序列不能预测对话中的口语熟练程度：一对水平分析

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-04-24 DOI: 10.1111/modl.70064

Takumi Uchihara, Parveneh Tavakoli, Svetlana Mazhurnaya, Phil Smyth

{"title":"Multiword sequences do not predict speaking proficiency in dialogue: A pair‐level analysis","authors":"Takumi Uchihara, Parveneh Tavakoli, Svetlana Mazhurnaya, Phil Smyth","doi":"10.1111/modl.70064","DOIUrl":"https://doi.org/10.1111/modl.70064","url":null,"abstract":"This study revisited the commonly held view that the use of multiword sequences (MWSs) is a reliable predictor of L2 speaking proficiency in monologue, by extending the investigation from monologic to dialogic speaking contexts. We accessed dialogic performance data from 127 test‐takers of the Test of English for Educational Purposes assessed at six different proficiency levels. The use of bigrams and trigrams was measured in terms of proportion, frequency, and association of strength. Results showed that none of the n ‐gram measures were associated with levels of speaking proficiency. When analysing pair‐level use of MWSs, the results of a linear mixed‐effects modeling suggested that pair‐level effects explained about 40% and 30% of the total variance for bigram and trigram proportion, respectively. Follow‐up analyses revealed that lower‐proficiency speakers in a nationality‐matched pair tended to produce a greater proportion of bigrams and trigrams than those in a nationality‐unmatched pair. These findings challenge the central role of MWSs documented in monologic task performance and suggest a complex interplay of phraseological competence and speaking performance when dialogic processing is considered.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"259 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147744027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of institutions in language teacher educator well‐being: Unpacking the third pillar of positive psychology 机构在语言教师教育福祉中的作用：积极心理学的第三个支柱

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-04-13 DOI: 10.1111/modl.70058

Sarah Mercer, Tammy Gregersen

{"title":"The role of institutions in language teacher educator well‐being: Unpacking the third pillar of positive psychology","authors":"Sarah Mercer, Tammy Gregersen","doi":"10.1111/modl.70058","DOIUrl":"https://doi.org/10.1111/modl.70058","url":null,"abstract":"Although research on language teacher well‐being is expanding, that of language teacher educators (LTEs) remains scarce. Additionally, while investigation into the first two pillars of positive psychology (subjective emotion and individual traits) is thriving, little has been done to address the third pillar, institutions. To address this gap, this study examines the role of institutions in shaping LTE well‐being by adopting an ecological perspective that explores how institutional structures, cultures, and practices help or hinder LTEs’ capacity to flourish within their professional contexts. Dyadic and individual semi‐structured interviews generated data from 12 LTEs working across geographically, culturally and institutionally diverse settings worldwide. The interviews were analysed thematically using iterative coding to identify patterns related to well‐being, institutional affordances, and sources of tension. Findings reveal that LTE well‐being is influenced by complex interactions of personal values, institutional expectations, as well as broader national and global ecologies. Central themes include workload intensity and multiple roles, disjointed institutional and personal values, notions of status and recognition, and the effects of institutional norms combined with formal policies. The study contributes to positive psychology in language education by reconceptualizing institutions not as static backdrops but as dynamic, meaning‐laden ecologies that interact with individual psychologies. Implications are discussed for theory development, institutional practice and future research on educator well‐being in applied linguistics.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147664014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond learning language: Quality and equity in the education of immigrant students in US secondary schools 超越学习语言：美国中学移民学生教育的质量和公平

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-04-03 DOI: 10.1111/modl.70060

Aída Walqui

引用次数: 0

Multilingualism in today's language classrooms: Theoretical considerations, vulnerabilities, and transformative potential 当今语言课堂中的多语使用：理论考量、脆弱性和变革潜力

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-04-02 DOI: 10.1111/modl.70057

Kara Moranski

引用次数: 0

Maternal wellbeing amidst English fever: An integrative framework of vicarious pride, empathy, agency and hope (M–VEAH) 英语热中的母亲幸福：代入性自豪感、同理心、能动性和希望的综合框架（M-VEAH）

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-28 DOI: 10.1111/modl.70059

Yeji Han, Soyoon Park, Kyoungmi Kim

{"title":"Maternal wellbeing amidst English fever: An integrative framework of vicarious pride, empathy, agency and hope (M–VEAH)","authors":"Yeji Han, Soyoon Park, Kyoungmi Kim","doi":"10.1111/modl.70059","DOIUrl":"https://doi.org/10.1111/modl.70059","url":null,"abstract":"This study explored maternal wellbeing in the context of intensive maternal involvement in children's English education in South Korea, a setting characterised by neoliberal educational pressures. It highlights how individual wellbeing intersects with broader institutional pressures and social ideologies. The omission of maternal wellbeing in applied linguistics is surprising because mothers often fulfil conflicting roles such as a study supervisor, language teacher, emotional and financial supporter across many language education contexts. Adopting a qualitative research approach, the study employed semi‐structured interviews with nine mothers in metropolitan areas in South Korea, actively managing their children's English learning activities. Grounded in Oxford's EMPATHICS framework and complemented by the perspective of English education as an institution, a thematic analysis was conducted on the interviews. The findings showed that maternal wellbeing comprises vicarious pride, reflecting emotional resonance with their children's educational successes and challenges; empathy‐driven decision‐making, balancing educational pressures with emotional care; agency exercised through reflective and resistant strategies against institutional expectations. Hope emerged as a critical psychological resource, sustaining mothers' long‐term emotional investments. Based on the findings, the study proposed the maternal wellbeing through vicarious pride, empathy, agency and hope (M–VEAH) framework, providing an integrative approach to understanding maternal wellbeing amid English fever.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147524048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Trans ‐ing in education to confront polarizing forces in our increasingly interconnected world 教育转型，以应对日益紧密联系的世界中的两极分化力量

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-12 DOI: 10.1111/modl.70056

Deborah Palmer

引用次数: 0

Crisis talk: Absolutism versus pluralism is SLA studies. A response to Lantolf, Poehner, and Rieker (2025) 危机谈话：绝对主义与多元主义是二语习得的研究。对兰托夫、波纳和里克（2025）的回应

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-12 DOI: 10.1111/modl.70054

Dwight Atkinson

引用次数: 0

THE ISSUE: Re‐envisioning language education for a multilingual world 议题：为多语言世界重新设想语言教育

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-12 DOI: 10.1111/modl.70055

Kristin J. Davin

引用次数: 0

Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness 让所有的曲目都有价值：通过关键的多语言语言意识重新设想任务型教学

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-12 DOI: 10.1111/modl.70051

Koen Van Gorp

{"title":"Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness","authors":"Koen Van Gorp","doi":"10.1111/modl.70051","DOIUrl":"https://doi.org/10.1111/modl.70051","url":null,"abstract":"As calls intensify for language education to provide authentic exposure to linguistic and cultural diversity—an essential condition for preparing learners to navigate an interconnected world—concerns about the declining status of additional language study reveal an important challenge. At a moment when exclusionary nationalisms are resurging and multilingualism itself is increasingly contested, language education must reaffirm its civic role in cultivating empathy, connection, and equitable participation. Yet the transformative promise of the multilingual turn remains only partially realized, often confined to theory rather than systemic change. At the same time, mainstream language teaching approaches, like task‐based language teaching (TBLT), continue to rest on monolingual assumptions that marginalize learners’ full linguistic repertoires. This Perspectives article argues for a reorientation of the language education field by integrating TBLT's cognitive–interactionist strengths with a critical, translanguaging‐informed view of language use. I outline a unified framework that reconceptualizes tasks as spaces for multilingual meaning‐making, reframes task‐based language assessment around functional adequacy and multilingual performance, and identifies critical multilingual language awareness as the stance needed in teacher education to counter monolingual policy pressures. Together, these domains chart a pathway toward a socially responsive multilingual pedagogy that positions multilingualism not only as a cognitive asset but as a civic commitment and a foundation for educational justice.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147447411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0