JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献_第4页

“A rising tide lifts all boats”: The role that positive workplace practices and teacher well‐being play in foreign language teacher emotions “水涨船高”：积极的职场实践和教师幸福感在外语教师情绪中的作用

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-12 DOI: 10.1111/modl.70049

Pia Resnik, Sharona Moskowitz, Jean‐Marc Dewaele, Elouise Botes

{"title":"“A rising tide lifts all boats”: The role that positive workplace practices and teacher well‐being play in foreign language teacher emotions","authors":"Pia Resnik, Sharona Moskowitz, Jean‐Marc Dewaele, Elouise Botes","doi":"10.1111/modl.70049","DOIUrl":"https://doi.org/10.1111/modl.70049","url":null,"abstract":"While the role of positive emotions and positive character traits in people's flourishing has been researched extensively in the context of foreign language (FL) learning and teaching, the role positive institutions play regarding teachers’ well‐being and their emotions experienced in the FL classroom has been largely neglected. With a Web survey, this study investigates the relationship between positive practices at work and well‐being among 263 Austrian FL teachers, as well as the effect these positive variables have on FL teaching enjoyment (FLTE) and FL teaching anxiety (FLTA). Latent modeling indicated that positive school leadership and positive practices in school, more generally, were both positive predictors of teachers’ well‐being. The dignity and respect, support, caring, and inspiration experienced between all employees had a stronger effect on teacher well‐being than school leadership though. Additionally, well‐being positively predicted FLTE, and it negatively predicted FLTA. Neither school leadership nor positive practices in school directly predicted teachers’ emotions in the FL class. Overall, this study shows that exploring teacher emotions holistically is just as important as research into learner emotions, and researching the interplay of the individual and institutional levels is particularly crucial to gain a nuanced understanding of the role of emotional contagion.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147447115","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

From obligation to opportunity: Language coaching as a positive institutional strategy in a public body 从义务到机会：语言辅导作为公共机构的一种积极的制度策略

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-09 DOI: 10.1111/modl.70039

Deirdre Ní Loingsigh

{"title":"From obligation to opportunity: Language coaching as a positive institutional strategy in a public body","authors":"Deirdre Ní Loingsigh","doi":"10.1111/modl.70039","DOIUrl":"https://doi.org/10.1111/modl.70039","url":null,"abstract":"This study explores how positive psychology interventions enhanced staff confidence and well‐being in fulfilling official languages (OL) obligations within an Irish university. The 14‐month participatory action research (PAR) study aimed to address challenges relating to language anxiety and foster a more collaborative and empowering language support environment. A language coach, a new role at the institution, engaged in intentional reflective dialogue (Kato, 2012) with 15 members of a newly established Irish language support network (LSN). Participants were administrative and frontline staff with varying levels of Irish language proficiency. Extensive data were collected using short surveys; audio‐recorded language coaching sessions, workshops and meetings; learner diaries; reflexive reviews; blog entries and comments; electronic correspondence; researcher observations; short video outputs; and semi‐structured interviews. Findings show that the practices involved in creating the language coach and LSN infrastructure, alongside participatory actions and initiatives, had a significant impact on affect, positive individual and group behaviors, and institutional effectiveness in meeting OL requirements. A “care‐full” approach to institutional compliance with language legislation is proposed, highlighting how relational practices can support change. Four key themes are discussed: (a) characteristics of a positive institution, (b) balancing positive emotions and behaviors in compliance settings, (c) a shift from individual uncertainty to collective confidence, and (d) the constellation of actors involved in building institutional effectiveness. This study highlights how participatory principles, language coaching, and a co‐constructed value set can foster a positive institutional culture. It offers insights into the characteristics of positive institutions, OL support, and the scope of PAR as a reflexive and transformative methodology.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147380655","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

Multilingual education in unequal contexts: Structural barriers to making all repertoires count in the global south 不平等背景下的多语种教育：使所有曲目在全球南方发挥作用的结构性障碍

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-08 DOI: 10.1111/modl.70052

Pramod K. Sah

引用次数: 0

Decolonial liminality theory: Double critique and the politics of performing decoloniality in applied linguistics 非殖民化阈限理论：双重批判与应用语言学执行非殖民化的政治

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-08 DOI: 10.1111/modl.70046

Hamza R'boul

{"title":"Decolonial liminality theory: Double critique and the politics of performing decoloniality in applied linguistics","authors":"Hamza R'boul","doi":"10.1111/modl.70046","DOIUrl":"https://doi.org/10.1111/modl.70046","url":null,"abstract":"This article introduces ‘decolonial liminality theory’ as a framework for analyzing a constitutive problematic of decolonial literatures and action, with a specific focus on applied linguistics. The theory conceptualizes epistemological destabilization, ambivalence, dissonance, and ambiguity manifested in decolonial discourses and praxis, and delineates the fluid oscillation across shifting boundaries and margins of the (de)colonial, (un)critical, (non)mainstream, (non)dominant, and various in‐between states. To operationalize the theory, this article discusses five articles on decoloniality in applied linguistics to explore the (im)(ex)plicit and (un)(in)tentional rhetorical, performative, and epistemic mechanisms used to (a) reaffirm the legitimacy of enunciating decoloniality, and (b) critique colonial dynamics and structures. The discussions reveal that decolonial liminality theory is grounded in six constitutive categories: (a) theatrical rhetorics (using decolonial oratory as a performative rather than ontological intervention), (b) cognitive dissonance (maintaining a disconnect between critical discourse and transformative action), (c) territorial situatedness (confining decolonial critique to specific geopolitical spaces), (d) analytical monophony (privileging a single analytical lens as an a priori framework), (e) accentuating symptoms (focusing on surface‐level practices like citation politics), and (f) safe criticism (opting for diplomatic critiques that avoid core and contentious issues). This framework theorizes the inherent tensions and negotiations within decolonial scholarship.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147380682","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 crisis narratives: Synergy and incommensurability in SLA theory 超越危机叙事：二语习得理论中的协同与不可通约性

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-08 DOI: 10.1111/modl.70053

Wander Lowie

引用次数: 0

The impact of positive institutions on participatory action research in the secondary EFL classroom: A case study 积极制度对中学英语课堂参与性行动研究的影响：个案研究

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-08 DOI: 10.1111/modl.70048

Meagan Driver

{"title":"The impact of positive institutions on participatory action research in the secondary EFL classroom: A case study","authors":"Meagan Driver","doi":"10.1111/modl.70048","DOIUrl":"https://doi.org/10.1111/modl.70048","url":null,"abstract":"As the positive turn in second language acquisition continues to develop, the shortage of research addressing positive institutions becomes evident. Furthermore, as scholars in language learning encourage a focus on social factors and community‐based scholarship, the implications of positive institutions for participatory, community‐centered work is of equal importance. This case study explores the characteristics of a positive institution—a K‐16 public school in Buenos Aires, Argentina—that supported a participatory action research (PAR) project with schoolteachers and students. Data were gathered through interviews, co‐teaching, and classroom observations with secondary students ( n = 58), teachers ( n = 2), and deans ( n = 3). Findings pointed to school, classroom, and policies as central establishments that met the criteria for positive institutions that supported PAR outcomes. This study highlights traits that can build the foundation for institutions to promote flourishing and well‐being while supporting educational initiatives toward social change. Specific recommendations are offered for administrators and teachers to create a positive institution that can support successful PAR initiatives and collaborations.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147380681","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

How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching 在职前二语英语教师如何使用帐户来减轻对不愿意参与微教学的参与者的轮次分配

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-03-08 DOI: 10.1111/modl.70047

Eunseok Ro, Hyunwoo Kim

{"title":"How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching","authors":"Eunseok Ro, Hyunwoo Kim","doi":"10.1111/modl.70047","DOIUrl":"https://doi.org/10.1111/modl.70047","url":null,"abstract":"This study investigates how pre‐service L2 English teachers manage turn allocation when student willingness to participate is uncertain or absent during microteaching sessions. Drawing on conversation analysis (CA), we examine video‐recorded teaching demonstrations conducted by undergraduate L2 English education majors in South Korea. The analysis focuses on how novice teachers deploy accounts—justificatory or explanatory remarks—to mitigate the imposition of participation, particularly when open solicitations fail to elicit responses. The study identifies three distinct strategies: (1) grounding a forthcoming nomination in students’ displayed conduct, (2) expressing discomfort before nominating a reluctant speaker, and (3) escalating to whole‐class instruction to mobilize reluctant participation. Across cases, teachers also mobilize affiliative resources such as smiles and laughter to manage interactional delicacy while sustaining instructional progressivity. These findings extend the CA research on classroom interaction by specifying how student unwillingness to participate is locally produced, recognized, and managed in simulated teaching contexts, and by elaborating the interactional resources through which pre‐service teachers display classroom interactional competence. Beyond documenting pedagogical practices, the study also contributes to language teacher education research by demonstrating how microteaching functions as an analytically consequential site for examining pre‐service teachers’ participation management and turn‐allocation practices.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147380683","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

Mentoring for well‐being in (un)caring institutions: Possibilities and limitations for language teacher education （非）关怀机构的福祉辅导：语言教师教育的可能性与局限性

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-02-16 DOI: 10.1111/modl.70037

D. Philip Montgomery, Luqing Zang, Carlo Cinaglia, Peter I. De Costa

{"title":"Mentoring for well‐being in (un)caring institutions: Possibilities and limitations for language teacher education","authors":"D. Philip Montgomery, Luqing Zang, Carlo Cinaglia, Peter I. De Costa","doi":"10.1111/modl.70037","DOIUrl":"https://doi.org/10.1111/modl.70037","url":null,"abstract":"This study explores how language teacher well‐being, as an ecological phenomenon that includes layered (un)caring practices, is shaped through institutional discourses and mentoring relationships across three distinct contexts. Using a participatory multiple case study design, we analyze narrative and textual data from three mentoring pairs in which we participated as language teacher educators: one with a veteran professor in Kazakhstan and two with U.S.‐based pre‐service teachers. Drawing on discourse analytical principles of framing, interdiscursivity, and rescaling, we show how institutional documents shaped teacher and teacher educator roles, and impacted well‐being as they navigated institutional expectations. Findings illustrate the parameters of our ability as teacher educators to support interdiscursive meaning‐making and rescale mentoring practices amid institutional constraints. Institutional framings both hinder and enable teacher well‐being, and mentoring relationships play a critical role in (re)negotiating these dynamics. We propose implications for mentoring practices that promote well‐being and contribute to institutional transformation.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146198726","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

Positive institutions for language learning 积极的语言学习制度

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-02-10 DOI: 10.1111/modl.70038

Peter D. MacIntyre

引用次数: 0

Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage? 通过基于概念的语言教学发展英语情态的第二语言语义知识：认知语言学材料有优势吗？

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2026-02-09 DOI: 10.1111/modl.70033

Helen Zhao, James P. Lantolf

{"title":"Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?","authors":"Helen Zhao, James P. Lantolf","doi":"10.1111/modl.70033","DOIUrl":"https://doi.org/10.1111/modl.70033","url":null,"abstract":"This study investigates the pedagogical impact of integrating cognitive linguistics (CL) into concept‐based language instruction (C‐BLI) for teaching English modal verbs. Eighty‐nine Mandarin‐speaking university learners were assigned to one of three instructional conditions: C‐BLI with CL‐based conceptualizations (C‐BLI‐CL), C‐BLI with non‐CL functional grammar explanations (C‐BLI‐nonCL), and traditional definition‐based instruction (control). All groups completed pre‐, post‐, and delayed post‐tests measuring conceptual languaging and cloze‐based modal accuracy. Results showed that both C‐BLI groups outperformed the control group, but the C‐BLI‐CL group demonstrated significantly higher gains in meaningful and systematic languaging, as well as sustained accuracy in modal usage over time. In contrast, the C‐BLI‐nonCL group showed greater verbal explicability but experienced an accuracy decline at the delayed post‐test. The findings support the compatibility of CL and C‐BLI in promoting durable L2 development and suggest that instructional design grounded in conceptual coherence facilitates deeper learning. Implications are discussed for advancing meaning‐oriented grammar pedagogy through concept‐based and cognitively informed approaches.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146017","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