JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第2页

Forging common ground in second language acquisition and teaching: A combined synergy statement 二语习得与教学的共同基础：综合协同作用

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12983

Marije Michel, Dwight Atkinson, Amable Custodio Ribeiro, Theodora Alexopoulou, Marco Cappellini, Søren Wind Eskildsen, Xuesong (Andy) Gao, John Hellermann, Hayriye Kayi‐Aydar, Wander Lowie, Jorge Andres Mejía‐Laguna, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Masatoshi Sato, Steven L. Thorne, Yongyan Zheng

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Diversity within unity 统一中的多样性

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12972

Diane Larsen‐Freeman

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Praxeology, humanism, equity, and mixed methods: Four pillars for advancing second language acquisition and teaching 行为学、人本主义、公平和混合方法：促进第二语言习得和教学的四大支柱

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12977

Yongyan Zheng, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Søren Wind Eskildsen, Xuesong (Andy) Gao

{"title":"Praxeology, humanism, equity, and mixed methods: Four pillars for advancing second language acquisition and teaching","authors":"Yongyan Zheng, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Søren Wind Eskildsen, Xuesong (Andy) Gao","doi":"10.1111/modl.12977","DOIUrl":"https://doi.org/10.1111/modl.12977","url":null,"abstract":"In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the emergence of L2 grammar and interactional competence in humans acting conjointly with others with and through their L2 across a large variety of social situations and transnational, transcultural, and translingual spaces. The second pillar, humanism, calls for a complex dynamic systems theory–informed understanding of individual differences, with learner agency as a central driving force. The third pillar is equity to confront the field with the recognition that language learning is profoundly inequitable and that most present forms of inequity and injustice, including language‐related inequities, are rooted in coloniality, a matrix of power invented in the late 15th century by European White settlers to ensure the success of colonial domination. Mixed methods research, the fourth pillar, emphasizing emic perspectives, can make findings generalizable and transferrable for practitioners and policymakers, while also revealing the nuanced voices of underrepresented language learner populations. We close by illustrating our vision with the vignette of a language learner and calling researchers to use these four pillars in collaborative pursuits of this SLA/T synergy.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451426","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}

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Issue Information ‐ TOC 发布信息‐TOC

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12859

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Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T) 关系、互联性和同一性：第二语言习得与教学的过程导向研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12982

Dwight Atkinson, Jorge Mejía‐Laguna, Amable Custodio Ribeiro, Marco Cappellini, Hayriye Kayi‐Aydar, Wander Lowie

{"title":"Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T)","authors":"Dwight Atkinson, Jorge Mejía‐Laguna, Amable Custodio Ribeiro, Marco Cappellini, Hayriye Kayi‐Aydar, Wander Lowie","doi":"10.1111/modl.12982","DOIUrl":"https://doi.org/10.1111/modl.12982","url":null,"abstract":"This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar develops a broad‐based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case‐based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451425","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}

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Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices 驾驭SLA/T概念景观并投资于跨学科实践

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12979

Ron Darvin

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Issue Information ‐ Copyright Page 发行信息‐版权页

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12860

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Introduction to the guest‐edited issue: Synergies in second language acquisition and teaching (SLA/T) 客座编辑专题导论：第二语言习得与教学中的协同效应

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12975

Dwight Atkinson, Marije Michel, Amable Custodio Ribeiro

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A translanguager's take on a synergy‐driven SLA/T 跨语言者对协同驱动的SLA/T的看法

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12974

Josh Prada

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Language, people, classrooms, world: Blending disparate theories for united language education practices 语言、人、教室、世界：融合不同理论，统一语言教育实践

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-02-19 DOI: 10.1111/modl.12976

Masatoshi Sato, Steven L. Thorne, Marije Michel, Theodora Alexopoulou, John Hellermann

{"title":"Language, people, classrooms, world: Blending disparate theories for united language education practices","authors":"Masatoshi Sato, Steven L. Thorne, Marije Michel, Theodora Alexopoulou, John Hellermann","doi":"10.1111/modl.12976","DOIUrl":"https://doi.org/10.1111/modl.12976","url":null,"abstract":"With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspectives on how to conduct research, we are united on two fronts: First, we believe that researchers with differing theoretical commitments can and should work together to advance L2 research. Second, differing theoretical beliefs are potentially of limited relevance to those who will implement our pedagogical suggestions, that is, practitioners. In this article, we first present our individual perspectives regarding L2 learning and teaching (Perspective 1 by Michel and Sato, Perspective 2 by Alexopoulou, and Perspective 3 by Thorne and Hellermann). In the final section of the article, we unite our voices by prioritizing the educational practices upon which we agree, including the fact that all L2 learners bring their individual backgrounds into the classroom, the necessity of L2 use for L2 learning, and the role of L2 education for people's overall quality of life.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452322","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}

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