Studies in Second Language Learning and Teaching最新文献_第2页

Promoting equity in study abroad: A focus on first-generation and students of color in the USA 促进留学公平：关注美国第一代学生和有色人种学生

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42368

Nicole Tracy-Ventura, A. R. Washington, Iuliia Mikheeva

{"title":"Promoting equity in study abroad: A focus on first-generation and students of color in the USA","authors":"Nicole Tracy-Ventura, A. R. Washington, Iuliia Mikheeva","doi":"10.14746/ssllt.42368","DOIUrl":"https://doi.org/10.14746/ssllt.42368","url":null,"abstract":"Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Introduction to the special issue on languages other than English: A reality check and a glimmer of hope 英语以外语言特刊导言：现实检查和一线希望

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42366

Amy S. Thompson

引用次数: 0

“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning "教授做得很好！"或 "在线学习糟透了"：学生档案与在线语言学习之间的关系

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42375

Ching-Hsuan Wu, Sergio Robles-Puente, Amy S. Thompson

{"title":"“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning","authors":"Ching-Hsuan Wu, Sergio Robles-Puente, Amy S. Thompson","doi":"10.14746/ssllt.42375","DOIUrl":"https://doi.org/10.14746/ssllt.42375","url":null,"abstract":"The impetus of this study is to investigate students’ attitudes towards online language learning based on their previous academic experiences and year of study, including the decision to major or minor (i.e., motivation). A total of 975 students completed a survey questionnaire consisting of background information, Likert scale items, and open-ended questions. The quantitative data were analyzed using an exploratory factor analysis and one-way ANOVAs and were complemented with qualitative data based on students’ responses. Findings indicate that students generally want consistent access to online learning, and that students with prior online-learning experience or with a desire to take an online course presented a statistically significant more positive perception of online language classes. There were also differences in perception of success in the online classes between those students who intended to major or minor in the language and those who did not. The results further revealed a decline in perception of success in online classes with the higher-level classifications (i.e., year of study). This study provides baseline attitudinal data to be built upon in future research and informs stakeholders of language programs in their curricular decisions.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education 遗产语言身份很重要：追溯一位中国传统语言母亲的成长轨迹和有争议的中文双语教育

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42372

Vashti Wai Yu Lee, L. Her, Peter I. de Costa

{"title":"Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education","authors":"Vashti Wai Yu Lee, L. Her, Peter I. de Costa","doi":"10.14746/ssllt.42372","DOIUrl":"https://doi.org/10.14746/ssllt.42372","url":null,"abstract":"This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

“Nonnative? Next!” Native-speakerism in world language job advertisements "非本地人？下一个！"世界语言招聘广告中的母语主义

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42371

Amy S. Thompson, Emil Asanov

{"title":"“Nonnative? Next!” Native-speakerism in world language job advertisements","authors":"Amy S. Thompson, Emil Asanov","doi":"10.14746/ssllt.42371","DOIUrl":"https://doi.org/10.14746/ssllt.42371","url":null,"abstract":"Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in “native-speaker-teacher” bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching positions of different LOTEs that were posted by different post-secondary institutions across the United States. The findings of the study show that post-secondary institutions use discriminatory language such as “native” or “near-native” much more often than inclusive language such as “superior language skills,” regardless of the language(s) that the position advertises for. The findings, however, show that job candidates for teaching positions of LOTEs are often required to have “native” or “near-native” proficiency in at least two languages, most commonly English plus the target language of focus.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes? 与 LOTE 课程相比，英语外语课上的乐趣、焦虑和态度/动机是否有所不同？

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42376

Jean–Marc Dewaele, Kazuya Saito

引用次数: 0

Task-based elementary Spanish in rural Indiana: A practice-based collaboration 印第安纳州农村地区任务型小学西班牙语：基于实践的合作

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42374

Laura Gurzynski-Weiss, Madison Wray, Mackenzie Coulter‐Kern, Johana Bernardo

{"title":"Task-based elementary Spanish in rural Indiana: A practice-based collaboration","authors":"Laura Gurzynski-Weiss, Madison Wray, Mackenzie Coulter‐Kern, Johana Bernardo","doi":"10.14746/ssllt.42374","DOIUrl":"https://doi.org/10.14746/ssllt.42374","url":null,"abstract":"Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development and maintenance of exposure-track L2 programs, which meet once per week with the goal of, as the name suggests, providing exposure to the L2, rather than a focus on cumulative language development. Given that there are immediate and long-term benefits of even low levels of early bilingualism, ensuring access to quality L2 education is a matter of equity. This paper centers on the first year of a longitudinal collaboration between an exposure-track Spanish language teacher in a rural elementary school, and the research team who created a task-based program tailored for the school following a needs analysis. We analyze the first year of the grant-funded program based on task effectiveness, student enjoyment, and teacher perspectives. We contextualize results within the rural community and offer initial longitudinal data on US exposure-track Spanish. We detail how we adjusted the program for the second year, are freely sharing the materials on the Task Bank (tblt.indiana.edu) and have transferred the program to the teacher’s autonomy. Finally, we highlight that the success of this program was and is due to the collaborative nature of the partnership between the teacher, the researchers, and the administrators.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves 批判性经验、定位和代理在动态、新兴的遗产发言人自我构建中的作用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI: 10.14746/ssllt.42373

Ellen J. Serafini, Sara I. Roca-Ramirez

{"title":"The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves","authors":"Ellen J. Serafini, Sara I. Roca-Ramirez","doi":"10.14746/ssllt.42373","DOIUrl":"https://doi.org/10.14746/ssllt.42373","url":null,"abstract":"Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of English with little attention to how heritage speakers of languages other than English (LOTE) draw on critical experiences in discursive constructions of self. To address this gap, this study aims to explore the impact of critical experiences in university heritage Spanish speakers’ self-narratives. Twenty heritage Spanish students completed a background questionnaire and peer-facilitated, video-recorded interview. Emergent, recurring themes were identified in transcribed interview data following tenets of grounded theory (Charmaz, 2006; Glaser & Strauss, 1967). Findings underscore the key role of positioning (Davies & Harré, 1990) in dynamic conceptions of self, particularly how heritage speakers (re)imagine and discursively construct past, current, and future self-states. Positioning was also linked to agency (Ahearn, 2001) in relation to students’ critical reflections on experiences of racialization and resistance to, or reproduction of, dominant language ideologies. Overall, the study provides valuable insights for (heritage) language educators seeking to enact critical pedagogical principles in their classroom and curriculum.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Language teacher professional curiosity: Understanding the drive for professional development 语文教师的专业好奇心：了解专业发展的动力

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-25 DOI: 10.14746/ssllt.39293

M. Pawlak, Sarah Mercer

{"title":"Language teacher professional curiosity: Understanding the drive for professional development","authors":"M. Pawlak, Sarah Mercer","doi":"10.14746/ssllt.39293","DOIUrl":"https://doi.org/10.14746/ssllt.39293","url":null,"abstract":"Teacher professional development (PD) has been shown to have numerous benefits, such as greater self-efficacy, higher motivation, and enhanced wellbeing (e.g., Kimura, 2014; Polin, 2023; Wang & Chen, 2022), and teaching additional languages is certainly no exception. However, the extent to which teachers are willing and able to engage in PD throughout their careers depends on many factors, some of which are related to the context in which they work, while others are reflective of their individual attributes such as attitudes, motivations, and personality. This paper focuses on the latter by reporting the findings of a study that examined language teacher professional curiosity (LTPC). The data were collected through semi-structured interviews from 6 Austrian and 6 Polish language teachers at different stages of their careers. Qualitative analysis allowed valuable insights into the nature of LTPC, curiosity-driven behaviors as well as factors influencing these behaviors. It also provided the basis for a tentative cyclic process model of LTPC in which interest and curiosity interact to produce a focus of curiosity, which is impacted by motivation, agency, autonomy, and social context, generating a drive for teacher behaviors in respect to their PD.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Listener perception of appropriateness of L1 and L2 refusals in English 听众对英语中第一语言和第二语言拒绝的恰当性的看法

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-03-13 DOI: 10.14746/ssllt.38438

Maria Kostromitina, Yongzhi Miao

{"title":"Listener perception of appropriateness of L1 and L2 refusals in English","authors":"Maria Kostromitina, Yongzhi Miao","doi":"10.14746/ssllt.38438","DOIUrl":"https://doi.org/10.14746/ssllt.38438","url":null,"abstract":"English has become an international language (EIL) as speakers around the world use it as a universal means of communication. Accordingly, scholars have investigated different aspects of EIL affecting communicative success. Speech scholars have been interested in speech constructs like accentedness, comprehensibility, and acceptability (e.g., Kang et al., 2023). On the other hand, pragmatic researchers have examined lexico-grammatical features of EIL that contribute to first language (L1) English listeners’ perceptions of appropriateness in speech acts (e.g., Taguchi, 2006). However, little is known about: a) how appropriateness is perceived by users of EIL of diverse L1s and b) how those appropriateness perceptions are related to lexico-grammatical and phonological features. Therefore, the present study had 184 listeners (L1 = English, Spanish, Chinese, and Indian languages) evaluate 40 speech acts performed by 20 speakers (L1 English and Chinese, 50% each) in terms of appropriateness on a 9-point numerical scale. Results from linear mixed-effects regressions suggested that: a) listener L1 did not contribute to listener ratings and b) speakers’ rhythm and lexico-grammatical features (i.e., use of different pragmatic strategies) significantly contributed to listener appropriateness ratings. The findings provide empirical evidence to support the phonology-pragmatics link in appropriateness perceptions and offer implications regarding the operationalization of English interactional appropriateness.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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