Foreign Language Annals最新文献

{"title":"Issue Information - Ed Board, ACTFL Officers Page","authors":"","doi":"10.1111/flan.12762","DOIUrl":"https://doi.org/10.1111/flan.12762","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"1-2"},"PeriodicalIF":1.5,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12762","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The importance of peer review","authors":"Kristin J. Davin, Francis J. Troyan","doi":"10.1111/flan.12800","DOIUrl":"https://doi.org/10.1111/flan.12800","url":null,"abstract":"<p><i>Foreign Language Annals</i>, like many academic journals, is peer-reviewed, which means that every article published goes through a rigorous peer review process. The peer review is fully anonymous, meaning that reviewers do not know the identity of the author(s) and that the authors do not know the identity of the reviewers. When an author submits an article, our Managing Editor, Dr. Luke Plonsky, ensures that it is anonymized and that it generally follows the Author Guidelines. Then, the manuscript is assigned to one of the two editors for a desk review. Our Graduate Publications Intern, Lidia Gault, checks the manuscript to ensure it is appropriately blinded and includes all required components. In her initial check of the manuscript, she highlights key considerations for the Editors as we make our decision about sending it out for review. Then, the manuscript is reviewed by one of the two editors. We read the cover letter and the manuscript to decide whether it is ready for external review.</p><p>In 2024, approximately 85% of articles were rejected at this stage and 15% continued to the next stage for peer review. Once we decide that the manuscript is ready for external review, we begin the often-arduous task of inviting peer reviewers. We seek a minimum of three peer reviews on each manuscript. Our colleagues across the field who serve as reviewers provide feedback and indicate whether they think the manuscript should receive the determination of <i>Accept</i>, <i>Major Revision</i>, <i>Minor Revision</i>, or <i>Reject</i>. The editor then reads the reviews and decides on the next step. For manuscripts that have gone out for peer review, decisions of <i>Major Revision</i> or <i>Minor Revision</i> are the most common. In these cases, the reviewers' suggestions are sent back to be considered and incorporated by the author. Manuscripts rarely receive a decision of <i>Accept</i> on their first review. Similarly, the desk review process typically catches many manuscripts that would receive an initial decision of <i>Reject</i>. Manuscripts with a decision of <i>Major Revision</i> typically go back to reviewers, and we always invite the same reviewers that previously read the manuscript. Those with a decision of <i>Minor Revision</i> may be reviewed on the next round solely by the editors. Some manuscripts go through multiple rounds of peer review.</p><p>Through this description, our intention is to stress that peer review is critical to the success of our journal. While the peer review process has existed since the 17th century, the anonymous review process did not become standard practice until the 1950s (Horta & Jung, <span>2024</span>). Today, anonymous review is considered the “golden standard of scientific publication” (Kovanis et al., <span>2017</span>, p. 652) and a critical part of the quality control process. Peer review ensures that a manuscript's findings and implications are sound and advance the field (Severin et al., <span>2","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"7-9"},"PeriodicalIF":1.5,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12800","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"WE MUST TALK ABOUT BRUNO: Antiracism in the world language classroom and the importance of having difficult conversations","authors":"Milton Alan Turner","doi":"10.1111/flan.12799","DOIUrl":"https://doi.org/10.1111/flan.12799","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"5-6"},"PeriodicalIF":1.5,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629842","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}

{"title":"Engaging in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after-school program","authors":"Jungmin Kwon","doi":"10.1111/flan.12795","DOIUrl":"https://doi.org/10.1111/flan.12795","url":null,"abstract":"<p>Employing the concepts of transnational funds of knowledge and community practice, this ethnographic case study examines the experiences of preservice world language teachers in a year-long teaching methods course. It focuses on an online after-school program where preservice teachers taught languages and cultures to children from linguistically and culturally diverse backgrounds. The findings illustrate how a teacher candidate from a multilingual and immigrant background drew on her transnational lived experiences and encouraged students to think beyond the boundaries of languages, cultures, and countries. Findings also show how preservice teachers in the program learned from fellow teachers’ practices and built a shared repertoire of resources to engage in transnational ways of teaching language and culture. This study underscores the importance of providing clinical opportunities where preservice teachers can put theory into practice, incorporate transnational funds of knowledge that learners possess, and challenge linguistic, cultural, and geographic boundaries.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"247-268"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship?","authors":"Ingrid Rodrick Beiler,&nbsp;Luis S. Villacañas de Castro","doi":"10.1111/flan.12791","DOIUrl":"https://doi.org/10.1111/flan.12791","url":null,"abstract":"<p>Translanguaging has increasingly been embraced in equity-oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case-to-case synthesis examines this nexus in English foreign language (EFL) teaching through ethnographic and participatory methods with students belonging to historically oppressed peoples in Europe, including Indigenous Sámi (Norway) and Roma (Spain) students, respectively. In the Norwegian case, student translanguaging demonstrated possibilities to shift English teaching toward CSP in a setting where such pedagogical practices were largely absent. In the Spanish case, the creativity favored by pedagogical translanguaging became essential for the students to expand their cultural perspectives and grow through English in an extracurricular implementation of CSP. Together, these cases demonstrate the mutual dependence of CSP and translanguaging.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"159-181"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dimensions of communicative language teaching in online synchronous and face-to-face contexts: A comparison of student perceptions","authors":"Rodica Frimu,&nbsp;Bernard Ibrahim Issa","doi":"10.1111/flan.12793","DOIUrl":"https://doi.org/10.1111/flan.12793","url":null,"abstract":"<p>This study compares learner perceptions in a synchronous online versus face-to-face (F2F) learning context about four principles of communicative language teaching (CLT): promoting collaborative learning, using comprehensible input, considering affective factors, and providing corrective feedback. Data were obtained via online surveys from students in F2F language classes (<i>n</i> = 330) and synchronous online language classes (<i>n</i> = 315). The results generally show high levels of agreement between the two groups with statements pertaining to the implementation of all four principles, suggesting that overall, participants perceived the two learning contexts to be similar to one another. However, results reveal that for particular dimensions of these principles, students in the two contexts disagreed (small to medium effect sizes), indicating depressed levels of agreement for learners in the online context. We discuss how these areas of disagreement serve as an opportunity for enhancement of the implementation of specific components of CLT in online synchronous settings.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"70-89"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629804","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}

{"title":"Conceptualizing culture critically: Examining perspectives from additional language teachers","authors":"Marika Kunnas,&nbsp;Mimi Masson,&nbsp;Shawna M. Carroll","doi":"10.1111/flan.12792","DOIUrl":"https://doi.org/10.1111/flan.12792","url":null,"abstract":"<p>This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (<i>n</i> = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti-biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspective. Results show that FSL teachers have a strong, nuanced, and highly diverse understanding of culture, they all believed that language and culture are interrelated (to varying degrees), and most thought that students' cultures should be integrated into FSL classes to improve students' experiences and language learning. FSL teachers' conceptions of language and culture also revealed a need to develop critical orientations in teacher preparation and learning.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"182-205"},"PeriodicalIF":1.5,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Code choice and translanguaging in Spanish classroom tasks","authors":"Alfredo Urzúa","doi":"10.1111/flan.12794","DOIUrl":"https://doi.org/10.1111/flan.12794","url":null,"abstract":"<p>Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging practices calling for the use of full linguistic repertories can also benefit L2 learning, especially during collaborative tasks. It is thus important to explore translanguaging practices in classroom contexts. This study investigates code choice and translanguaging within collaborative oral tasks by focusing on the way college-level, Spanish language learners strategically alternate between languages to sustain and enhance their interactions. In particular, the positive role of L1 use during the pretask phase and its relation to L2 use during the task phase are examined.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"206-226"},"PeriodicalIF":1.5,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629890","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}

{"title":"The design and evaluation of an interactive AI companion for foreign language writing","authors":"Nicole Mills,&nbsp;Hannah Hok,&nbsp;Arnaud Dressen,&nbsp;Quentin Veillas","doi":"10.1111/flan.12790","DOIUrl":"https://doi.org/10.1111/flan.12790","url":null,"abstract":"<p>The Modern Language Association (MLA) published a writing and artificial intelligence (AI) working paper that provided an overview of key issues, concerns, and recommendations to help language educators make principle-driven pedagogical decisions to support critical AI literacy. To address the MLA's recommendations, a collaborative AI writing companion project was designed that assists learners in a process-oriented, design approach to writing. The tool seeks to emphasize writing as a meaningful, collaborative process of communication that involves both learner autonomy and a focus on textual conventions. Perceptions of the platform's efficacy were assessed employing constructs from the psychology of language learning such as writing self-efficacy, anxiety, and self-efficacy for self-regulation and user experience measures such as perceived anthropomorphism, teaching presence, and enjoyment. Findings revealed that students' perceptions and enjoyment of the AI chatbot were associated with how competent students perceived themselves to be as writers and other self-reported outcomes.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"40-69"},"PeriodicalIF":1.5,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629860","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}

{"title":"Issue Information - Ed Board, ACTFL Officers Page","authors":"","doi":"10.1111/flan.12702","DOIUrl":"https://doi.org/10.1111/flan.12702","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"867-868"},"PeriodicalIF":1.5,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}