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

Toward Culturally Sustaining Korean as a Foreign Language (KFL) Textbooks: A Critical Discourse Analysis of Linguistic, Cultural, and Racial Ideologies Across Earlier and Revised Editions 朝著文化永续的韩国语教材：早期与修订版本中语言、文化与种族意识形态的批判性话语分析

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-07-23 DOI: 10.1111/modl.70080

Eunae Kim

{"title":"Toward Culturally Sustaining Korean as a Foreign Language (KFL) Textbooks: A Critical Discourse Analysis of Linguistic, Cultural, and Racial Ideologies Across Earlier and Revised Editions","authors":"Eunae Kim","doi":"10.1111/modl.70080","DOIUrl":"https://doi.org/10.1111/modl.70080","url":null,"abstract":"This article critically examines Korean as a Foreign Language (KFL) textbooks published by major Korean universities and widely used around the world. Using critical discourse analysis and a culturally sustaining pedagogy (CSP) perspective, this article analyzes how earlier and revised textbooks represent language, culture, and race, and whether these representations align with CSP principles. Findings reveal that although revised editions introduce more nationalities and visibly diverse characters, the underlying racial logics of the earlier editions remain unchanged, where whiteness remains the default Western norm, Korean ethnonationalism persists, and racialized hierarchies are reproduced in subtler forms. Similarly, cultural representation remains static. Despite the inclusion of contemporary examples, culture continues to be framed as fixed, homogeneous, and nationally bounded, with little attention to hybrid, diasporic, or learners’ lived cultural practices. In terms of language, despite minor gestures toward multilingual awareness in the revised editions, the textbooks continue to privilege standard Seoul Korean while erasing regional, diasporic, and hybrid varieties, thus reinforcing a monolingual ideology that marginalizes learners’ diverse linguistic repertoires. Together, these patterns illustrate the persistent dominance of monolingual and monocultural ideologies in materials intended for linguistically and culturally diverse learners. Through a CSP lens, this article underscores the need for more inclusive KFL curricula that fully reflect and sustain the diverse linguistic, cultural, and migratory experiences of contemporary KFL learners.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"451 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587183","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

Lag Effects in L2 Phonetic Training: Longer Intersession Intervals Compensate for Auditory Individual Differences 二语语音训练的滞后效应：较长的间歇时间补偿听觉个体差异

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-07-18 DOI: 10.1111/modl.70081

Xiang Li, Kazuya Saito‐van Poeteren

{"title":"Lag Effects in L2 Phonetic Training: Longer Intersession Intervals Compensate for Auditory Individual Differences","authors":"Xiang Li, Kazuya Saito‐van Poeteren","doi":"10.1111/modl.70081","DOIUrl":"https://doi.org/10.1111/modl.70081","url":null,"abstract":"In cognitive psychology, longer intersession intervals are thought to enhance long‐term retention (i.e., lag effects). Recently, scholars have begun to test the generalizability of the lag effect to L2 vocabulary and grammar acquisition. Following their step, the present study not only replicated the lag effect but also provided a more fine‐grained insight into L2 phonetic acquisition, investigating how individual differences at both perceptual (auditory processing [AP]) and cognitive (working memory) levels moderate its impact. Sixty‐nine adult Mandarin learners of English participated, including two experimental groups—either a 1‐ or 7‐day intersession interval—receiving 45 min of high variability phonetic training (HVPT) on the English vowels [i]–[ɪ] (e.g., bean vs. bin) and a control group completing tests only. A pretest–posttest–delayed posttest design revealed two key findings. First, while both schedules yielded comparable immediate gains, only the 7‐day group demonstrated significantly more durable retention. Second, a significant aptitude‐treatment interaction emerged. While auditory acuity predicted short‐term gains in both groups, its predictive power for long‐term retention was confined to the 1‐day group. This suggests that a longer spacing interval might compensate for individual differences in AP, especially in long‐term retention, making phonetic training more accessible to a wider range of learners.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148522560","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

Fluid Multilingualism: Classroom Talk in English and French Classes in England, France and Norway 流动的多语制：英国、法国和挪威英语和法语课堂的课堂谈话

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-07-03 DOI: 10.1111/modl.70077

Sarah M. Eiene, Lisbeth M. Brevik, Eva Thue Vold

{"title":"Fluid Multilingualism: Classroom Talk in English and French Classes in England, France and Norway","authors":"Sarah M. Eiene, Lisbeth M. Brevik, Eva Thue Vold","doi":"10.1111/modl.70077","DOIUrl":"https://doi.org/10.1111/modl.70077","url":null,"abstract":"Despite indications that creating opportunities for student talk in language classrooms is crucial for language development and educational outcomes, few studies have compared the amount of student talk in first (L1) and second or foreign (L2/L3) language classrooms. To address this gap, this article presents findings from the large‐scale European project LANGUAGES. By using a sociocultural lens on classroom talk in 48 secondary classrooms of English and French, we examined 192 video‐recorded lessons in England, France and Norway among students aged 13–15 years. We conducted descriptive and inferential statistics and identified a striking contrast. On average, student talk accounted for 20% of the total lesson time (regardless of L1 versus L2/L3 contexts), while teachers talked more than twice as much (58% in L1 contexts; 42% in L2/L3 contexts). We found significant differences between countries and languages for teacher and student talk. Students mainly talked in the L1, even in L2/L3 contexts, while using the target language (TL) sporadically. Teachers also predominantly used the L1, except in L2 English contexts. However, while we observed infrequent use of other languages, students and teachers regularly engaged in fluid language mixing of L1/TL, which we propose can increase student talk in L2/L3 classrooms.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148371913","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

“As if I Had a Part‐Time Job… to Teach the White Kids”: Racialized Labor and the Extractivism of Linguistic Capital in World Language Education “好像我有一份兼职工作……教白人孩子”：世界语言教育中的种族化劳动和语言资本的提取

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-06-19 DOI: 10.1111/modl.70078

Rima Elabdali

{"title":"“As if I Had a Part‐Time Job… to Teach the White Kids”: Racialized Labor and the Extractivism of Linguistic Capital in World Language Education","authors":"Rima Elabdali","doi":"10.1111/modl.70078","DOIUrl":"https://doi.org/10.1111/modl.70078","url":null,"abstract":"Recent studies exploring mixed heritage language (HL) and second language (L2) classes have documented how these classes tend to prioritize the needs of L2 students while positioning HL students’ linguistic knowledge as a resource for their L2 peers. While pedagogical solutions have been suggested to address these tensions, less attention has been paid to the broader structural forces shaping these dynamics. This article engages with theorizations of racial capitalism and neoliberalism in education to shift the focus toward how these inequities are produced and sustained. Drawing on semi‐structured interviews with four HL students and three L2 students contextualized through classroom observations in a university‐level Arabic world language course, I argue that this course, and world language education more broadly, function as a site for the extractivism of linguistic capital from racialized HL students. These extractivist logics are enacted through questioning racialized students’ right to learn their home language and assigning them roles of racialized labor in the classroom. These dynamics contribute to what I term a raciolinguistic ceiling effect , a condition in which systemic processes and instructional practices prevent racialized students from advancing their language proficiency beyond their White L2 peers. The findings offer insights to reframe how the relational tensions and inequitable learning dynamics in mixed HL–L2 classes are understood, theorized, and addressed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148299669","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

Correction to “Social VR for L2 Spanish Development: Learning How to Interact With Others in a High‐Immersion Virtual Space” 更正“第二语言西班牙语发展的社交VR：学习如何在高度沉浸式虚拟空间中与他人互动”

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-06-09 DOI: 10.1111/modl.70076

引用次数: 0

From Language Teachers to Mentors to Language Teacher Educators: Negotiating Personal Pedagogies, Power, and Mentorship Identity 从语言教师到导师再到语言教师教育者：协商个人教学法、权力和师徒身份

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-06-03 DOI: 10.1111/modl.70069

David Gerlach

{"title":"From Language Teachers to Mentors to Language Teacher Educators: Negotiating Personal Pedagogies, Power, and Mentorship Identity","authors":"David Gerlach","doi":"10.1111/modl.70069","DOIUrl":"https://doi.org/10.1111/modl.70069","url":null,"abstract":"Although school‐based mentors perform core language teacher educator functions, such as modelling pedagogy, scaffolding professional learning, and mediating between theory and practice, they remain largely absent from the literature on language teacher educator identity. This study examines how 11 foreign language teacher mentors (English, Spanish, and French) in the second phase of German teacher education (Vorbereitungsdienst) conceptualize their work and position themselves within school‐based and broader institutional contexts. Using narrative‐episodic interviews analyzed through reflexive thematic analysis and positioning theory, the study identifies four interconnected positioning patterns. Mentors “slide into” their role through structural necessity rather than a deliberate professional transition, enacting language teacher educator identities before claiming them. They position themselves as pedagogical guides who make tacit knowledge visible, while constructing mentoring as a reciprocal learning relationship. Their personal pedagogies function as an implicit curriculum. Finally, mentors occupy a structurally liminal position—pedagogically central but institutionally marginal—from which they exercise what is termed “liminal agency”. This study contributes to research on language teacher educator identity by extending existing frameworks beyond formal teacher education settings. It also highlights the hidden curriculum operating in the gap between institutional instruction and school‐based mentoring practice.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285947","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–Practice Partnerships: Shaping Next‐Generation Language Learning Research 研究-实践伙伴关系：塑造下一代语言学习研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-05-30 DOI: 10.1111/modl.70071

Phil Hiver, Ali H. Al‐Hoorie

引用次数: 0

Open Materials: Introducing a New Culture of Openness and Transparency 开放材料：引入开放和透明的新文化

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-05-15 DOI: 10.1111/modl.70067

Phil Hiver, Ali H. Al‐Hoorie, Amanda Huensch

引用次数: 0

“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices “这是我最自豪的工作”：K - Pop粉丝和儿童多语言读写实践

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-05-13 DOI: 10.1111/modl.70066

Julie Choi, Rafaela Cleeve Gerkens

{"title":"“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices","authors":"Julie Choi, Rafaela Cleeve Gerkens","doi":"10.1111/modl.70066","DOIUrl":"https://doi.org/10.1111/modl.70066","url":null,"abstract":"This paper examines how children's affective investments in K‐pop generated sustained multilingual literacy practices in an arts‐based bookmaking project. Drawing on Pennycook's concept of language assemblages and Norton's investment framework, and informed by Paris and Alim's distinction between heritage and community practices, we analyse what happened when children from diverse backgrounds, none with Korean heritage, began incorporating Korean words, scripts, and cultural references into their writing. Twenty children aged 9–11 participated in a 7‐week bookmaking project at a Melbourne primary school. Data include children's multimodal artefacts, field notes and interviews. Findings reveal that K‐pop fandom constituted symbolic capital within peer networks, driving engagement with Korean language that conventional frameworks struggle to explain. What emerged was not language acquisition in any conventional sense but assemblages of affect, media, peer culture and pedagogical recognition. The pedagogical move enabling this was recognition and extension rather than instruction. We argue that affective investment generates sustained literacy practice that skills‐based assessment cannot see or value, and that creating conditions for children's desires to become visible, rather than designing exclusively toward predetermined outcomes, opens space for meaningful literacy engagement.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286006","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

Multilingualism and Language Teacher Development: Knowledge, Need, and Confidence 多语与语言教师发展：知识、需求和信心

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-05-05 DOI: 10.1111/modl.70065

Alastair Henry

引用次数: 0