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(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education (身份的（重新）构建和（重新）协商：中学后语言教师和社会正义教育案例研究

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-16 DOI: 10.1111/modl.12948

Kate Paesani, Lauren Goodspeed, Mandy Menke, Helena Ruf

{"title":"(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education","authors":"Kate Paesani, Lauren Goodspeed, Mandy Menke, Helena Ruf","doi":"10.1111/modl.12948","DOIUrl":"https://doi.org/10.1111/modl.12948","url":null,"abstract":"This study explores the identity formation of two postsecondary language teachers and course coordinators—one in German and one in French—as they created intermediate‐level, content‐based social justice curricular units for a multiyear project. Using a multiple‐case‐study methodology and cultural–historical activity theory, this qualitative investigation answers the following research question: How do experienced postsecondary language teachers (re)construct and (re)negotiate their identities while developing social justice teaching materials? Findings, based on multicycle descriptive coding, reveal that participants’ past experiences, personal values, feelings of self‐doubt, and positionality as content‐based language teachers influenced their language teacher identity, as did tensions within and across three activity systems: the curriculum development project, classroom teaching, and the coordination of multisection courses. These findings have important implications for teacher professional development and community building related to social justice in language education.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141631636","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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Literature and second language vocabulary learning: The role of text type and teaching approach 文学与第二语言词汇学习：文本类型和教学方法的作用

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-07-05 DOI: 10.1111/modl.12946

Suzanne Graham, Pengchong Zhang, Julia Hofweber, Linda Fisher, Heike Krüsemann

{"title":"Literature and second language vocabulary learning: The role of text type and teaching approach","authors":"Suzanne Graham, Pengchong Zhang, Julia Hofweber, Linda Fisher, Heike Krüsemann","doi":"10.1111/modl.12946","DOIUrl":"https://doi.org/10.1111/modl.12946","url":null,"abstract":"This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative, respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners’ personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre‐ and posttest: meaning recall of vocabulary contained in the texts, and learners’ general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141553392","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 发行信息 - TOC

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-17 DOI: 10.1111/modl.12934

引用次数: 0

Issue Information ‐ Copyright Page 发行信息 - 版权页

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-17 DOI: 10.1111/modl.12935

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The importance of seeking feedback for benefiting from feedback: A case of second language writing 寻求反馈对于从反馈中获益的重要性：以第二语言写作为例

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-10 DOI: 10.1111/modl.12923

Mostafa Papi, Mahmoud Abdi Tabari, Masatoshi Sato

{"title":"The importance of seeking feedback for benefiting from feedback: A case of second language writing","authors":"Mostafa Papi, Mahmoud Abdi Tabari, Masatoshi Sato","doi":"10.1111/modl.12923","DOIUrl":"https://doi.org/10.1111/modl.12923","url":null,"abstract":"This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners’ feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students’ revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910662","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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Call for applications for the editorship of The Modern Language Journal 征集《现代语言杂志》编辑申请

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12933

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Language education in a brave new world: A dialectical imagination 勇敢新世界中的语言教育：辩证的想象力

3区文学

JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12930

Xuesong Gao

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Generative artificial intelligence, co‐evolution, and language education 生成式人工智能、共同进化和语言教育

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12932

Steven L. Thorne

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The future of language learning teaching in a technology‐mediated 21st century 以技术为媒介的 21 世纪语言学习教学的未来

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12928

Marta González‐Lloret

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Open generative AI changes a lot, but not everything 开放式生成人工智能改变了很多，但并非一切

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JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION Pub Date : 2024-05-09 DOI: 10.1111/modl.12927

Carol A. Chapelle

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