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#Reloading language programs #重新加载语言程序

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-20 DOI: 10.1111/modl.13005

Susan Coetzee‐Van Rooy

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Global geopolitics, migration, and language education in the United States 全球地缘政治、移民和美国的语言教育

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-20 DOI: 10.1111/modl.13004

Junko Mori

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The canary in coal country: Educational policy, politics, and the dissolution of a language department 煤炭国家的金丝雀：教育政策、政治和语言部门的解散

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-20 DOI: 10.1111/modl.13002

Amy S. Thompson, Cynthia Chalupa, Sandra Stjepanovic

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Reconsidering languages learning: The interface of ideology, policy, and curricular and pedagogical practice 重新思考语言学习：意识形态、政策、课程和教学实践的界面

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-20 DOI: 10.1111/modl.13006

Angela Scarino, Michelle Kohler

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What should we demand of socially responsible language education policy? 对社会负责任的语言教育政策有何要求？

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-20 DOI: 10.1111/modl.13000

Ursula Lanvers

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Domestic immersion in postsecondary language education: Review and research agenda 国内沉浸式中学后语言教育：回顾与研究议程

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-19 DOI: 10.1111/modl.12995

Kara Moranski

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Why “Real men don't speak French”: Deconstructing cultural attitudes to a language by historicizing their discursive formations 为什么“真正的男人不说法语”：通过历史化他们的话语结构来解构对语言的文化态度

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-19 DOI: 10.1111/modl.12999

Simon Coffey

{"title":"Why “Real men don't speak French”: Deconstructing cultural attitudes to a language by historicizing their discursive formations","authors":"Simon Coffey","doi":"10.1111/modl.12999","DOIUrl":"https://doi.org/10.1111/modl.12999","url":null,"abstract":"Guided by Foucault's concept of “discursive formations,” the study reported here draws on primary archival and secondary source material to examine how French has been discursively shaped in England and in relation to English. Unpacking sociohistorical constructions of sameness–difference offers a productive frame to explore ideological positionings in new, interdisciplinary ways that have thus far been underdeveloped in applied linguistics. The study historicizes attitudes to French in England from the 16th century, a time characterized by the coupling of language and nation that has echoed down the ages voiced as received wisdom. While French remained the dominant European vernacular during the early modern period, French in England was increasingly framed as a threat against increasingly nationalist, patriarchal models of language, whereby mythologizing histories positioned French as florid and effete in opposition to plain, manly Saxon English. Not only were boys and girls encouraged to learn different versions of French (different content and different skills) but racialized philology also sought to expunge the etymologically French fabric from English. Learning foreign languages, even the adoption of loan terms, was fraught with the risk of pretentiously identifying too strongly with the other and of disidentifying with home and nation.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096856","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

Research engagement among K–12 world language teachers: The role of continuing professional development K-12世界语言教师的研究参与：持续专业发展的作用

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-16 DOI: 10.1111/modl.12996

Caitlyn Allen Pineault

{"title":"Research engagement among K–12 world language teachers: The role of continuing professional development","authors":"Caitlyn Allen Pineault","doi":"10.1111/modl.12996","DOIUrl":"https://doi.org/10.1111/modl.12996","url":null,"abstract":"Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners (N = 57) engage with and perceive L2 research in continuing professional development (CPD). Following a sequential, explanatory design, the study draws on questionnaire and interview data to explore how CPD contributes to these practitioners’ research engagement. Descriptive statistics revealed that participants are highly involved in CPD. However, only a third of their CPD activities featured research. While practitioners expressed favorable impressions of research, qualitative analysis uncovered contradictions between their conceptions of its purpose. Together, findings suggest that initiatives to strengthen the researcher–practitioner interface which would be met positively here, provided they do not impose time or financial burdens and align with practitioners’ professional goals. Given participants’ regular attendance, CPD emerged as a crucial site for those aspiring to strengthen research–practice connections. Implications for stakeholders who conduct classroom‐based research, lead CPD, or facilitate practitioner partnerships are discussed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066781","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

Conversations abroad: The effect of interlocutor type, relationship quality, and L2 proficiency on interaction in naturalistic settings 国外对话：自然情境下对话者类型、关系质量和二语熟练程度对互动的影响

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-16 DOI: 10.1111/modl.12997

Tripp Strawbridge

{"title":"Conversations abroad: The effect of interlocutor type, relationship quality, and L2 proficiency on interaction in naturalistic settings","authors":"Tripp Strawbridge","doi":"10.1111/modl.12997","DOIUrl":"https://doi.org/10.1111/modl.12997","url":null,"abstract":"Study abroad (SA) is touted for providing language learners with regular exposure to a second language (L2) in naturalistic settings. However, few studies have examined how interaction occurs in situ. This study analyzed 13 hours of naturalistic dyadic conversations self‐recorded by 15 US‐based undergraduate sojourners studying abroad for one semester in Spain. Conversations were analyzed for interaction metrics previously posited as relevant to L2 acquisition in SA: speaking time, negotiation of meaning, lexical assistance, and corrective feedback. The study then analyzed how these variables were conditioned by interlocutor identity (host family [HF] member, local native speaker [NS] peer, and nonnative speaker [NNS] peer), relationship quality (emotional proximity, interaction frequency), and sojourner L2 proficiency. Results show that sojourners produce by far the most output in interaction with NNS peers while receiving significantly more corrective feedback from—and negotiating for meaning more frequently with—HF members and NS peers. Interaction variables were not conditioned by emotional proximity but were significantly affected by frequency of contact. L2 proficiency exerted a significant influence on interaction with HF members and NS peers, but not NNS peers. Results highlight the diversity of interaction types available to sojourners and the distinct role each plays in L2 development.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067132","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

Syntactic and phraseological complexity in Chinese as a second language adapted teaching materials 汉语作为第二语言的句法和短语复杂性改编教材

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2025-05-07 DOI: 10.1111/modl.12994

Jifeng Wu, Xiaofei Lu, Renfen Hu, Yun Lin, Fengkai Liu

{"title":"Syntactic and phraseological complexity in Chinese as a second language adapted teaching materials","authors":"Jifeng Wu, Xiaofei Lu, Renfen Hu, Yun Lin, Fengkai Liu","doi":"10.1111/modl.12994","DOIUrl":"https://doi.org/10.1111/modl.12994","url":null,"abstract":"The adjustment of syntactic and phraseological complexity is a key consideration in text adaptation. However, research on this topic in the context of Chinese as a second language (CSL) remains limited. Using 700 CSL reading texts graded following the newly issued Chinese Proficiency Grading Standards for International Chinese Language Education, this study examines differences in syntactic and phraseological complexity across texts of varying grade levels using 12 indices and assesses the predictive power of these indices for the grade levels of adapted texts. The results reveal that the 12 indices at the sentence, collocation, and phrase levels significantly differentiate the grade levels of the reading texts, with 11 showing medium to large effect sizes. Whereas all indices exhibit an upward trend overall, their specific patterns of cross‐level changes vary. The strongest predictors of the grade levels of the texts are diversity of total collocations, mean length of sentences, and mean length of noun phrases. We discuss the implications of these findings for establishing syntactic and phraseological complexity benchmarks in CSL teaching materials, adapting CSL learning and assessment texts, and devising effective instructional strategies.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143920425","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